Learning strategies

In this activity, read the chapter Strategije učenja i suočavanja s neuspjehom from Lončarić, D. (2014). Motivacija i strategije samoregulacije učenja: teorija, mjerenje i primjena (Učiteljski fakultet u Rijeci, pp. 23-31) and systematically take notes that you will later use in discussion and application in your own teaching. Take notes to clearly separates terms, write down definitions and key authors, and indicate implications for planning teaching in a digital environment.

Pay special attention to the difference between cognitive and metacognitive strategies (repetition, elaboration, organization versus planning, monitoring and regulation), to the three approaches to learning (deep, surface, strategic) and to their consequences for learning outcomes. Note the place and role of resource management strategies (time, environment, seeking help) and summarize the basic ideas of the two research perspectives mentioned in the text.

Thoroughly cover the section on coping with failure: traditional models of stress and coping, the distinction between reactive, anticipatory, preventive, and proactive coping, the role of social support, and motivational strategies such as self-handicapping, defensive pessimism, self-affirmation, disidentification, and attributional style.

For each strategy, try to provide a typical example of student behavior and a possible teacher intervention (e.g., how to reformulate the task, what type of feedback to give, how to encourage planning and self-checking).