Some Learning Strategies Under The CBA

Learning strategies:

Centred on the development of competencies, learning is favoured in complex and meaningful situations. As it is cognitive, affective and social process, learning fits in cognitive and sociocognitivist perspectives. It is a process that implies making laying foundation to new acquisitions through the reorganisation of the learner’s cognitive structure.

The programme determines learning that will call upon intellectual procedures and attitudes such as respect for differences, co-operation and team work. Communication thus, in this programme is a priority that takes into consideration the latest developments in the field of Second Foreign Language Teaching, communicative approach, cognitive psychology and socio-constructivism.

This programme is learner-centred and focussed on the construction of the learner’s knowledge. It aims at developing competencies that are regarded as essential for the learner of the new century. These competencies are the ability to interact orally, the ability to process oral and written texts and the ability to write texts.

Learning requires from the learner to go through a process of personal appropriation. Because of this conception of learning, the learner continually questions his own convictions. This permanent questioning leads the learner to revise his prior-knowledge and its scope to compare his own representations with those of his classmates, to search for information and validate it through consulting various sources of documentation or people in possession of information.

This presupposes that the learner creates situations of learning and assessment relating both to the process and the results. The interactions with his classmates and his teacher help the learner to:

• Make a representation of situations.
• Find various ways of performing tasks.
• Construct and call upon various resources.
• Proceed to an assessment of his progress during the activities and at the end of activities.

To do so, the learner will appeal to cognitive, affective and motivational strategies ( see appendixes) in order to set a balance between his previous knowledge and his newly acquired knowledge.

The reflection the learner will operate on his own learning processes will assure the quality of his acquisition and facilitate his retention.

Since learning is a challenging intellectual process, while accomplishing a task, the learner displays appropriate behaviours while doing a specific action. This is performance.