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- Vol 4 RE: Chapters 1, 2, 7
- Vol 4 TE: App C
learning strategiesrehearsal strategieselaboration strategiesorganization strategiescomprehension monitoringaffective strategiesconditional knowledgestrategy transferBook chapter Evidence summaryAt a glance
Weinstein and Mayer define learning strategies as behaviors and thoughts learners use during learning with the intention of influencing encoding and retrieval.
Key ideas
Their taxonomy distinguishes rehearsal, elaboration, and organization strategies for basic and complex tasks, alongside comprehension monitoring and affective or motivational strategies. Rehearsal maintains or selects information; elaboration connects new material with prior knowledge through paraphrase, imagery, examples, or questions; organization identifies structure and relationships; monitoring checks understanding and directs repair; affective strategies manage attention, anxiety, motivation, and study conditions. Strategy instruction should address more than what a technique is. Learners need procedural knowledge for carrying it out, conditional knowledge about when and why it is useful, practice on authentic tasks, feedback, and support for transfer.
Why it matters
The chapter’s enduring contribution is to connect instructional methods with learners’ active information processing while recognizing that possessing a strategy does not ensure its deliberate, motivated, and context-appropriate use.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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