Learning Strategies and Diverse Learners
Daneman (1991) noted that learners can absorb new information only in relation to what they already know. For example, an individual who knows nothing about baseball would have trouble understanding a “sacrifice bunt.” However, an individual who understands chess and the strategy of sacrificing a pawn to improve board position could gain an understanding of a sacrifice bunt as a strategy for improving the chances of scoring a run. To make this analogy, the learner engages in a strategy to compare the two situations. A strategy can be thought of as a reasonably efficient and intentional routine that leads to the acquisition and utilization of knowledge (Prawat, 1989). It is possible that two people with the same advanced knowledge of chess but minimal knowledge of baseball might acquire knowledge about a sacrifice bunt differentially because of differences in how they use knowledge.
Important learning and instructional considerations regarding diverse learners’ knowledge and use of strategies are presented in this table:
Learning and Instructional Considerations in Addressing Diverse Learners' Strategy Knowledge and Use
|Important Considerations for Diverse Learners||Instructional Implications for Diverse Learners|
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