Positive effects of an intervention program to strengthen the learning strategies of Brazilian High School teachers 1 2 3 4

Góes, Natália Moraes; Boruchovitch, Evely

doi:10.1590/1980-6248-2020-0100EN

Natália Moraes Góes

Universidade Estadual de Londrina – UEL, Centro de Educação Comunicação e Artes, Departamento de Educação, Londrina, PR, Brasil. Universidade Estadual do Paraná – UNESPAR, Departamento de Educação, Apucarana, PR, Brasil. nataliamoraesg@uel.br.

http://orcid.org/0000-0003-2557-0934

Evely Boruchovitch Corresponding author: Universidade Estadual de Campinas - Faculdade de Educação, Av. Bertrand Russell, 801, Cidade Universitária “Zeferino Vaz”, Campinas - SP – Brasil.

Universidade Estadual de Campinas – Unicamp, Faculdade de Educação, Campinas, SP, Brasil. https://orcid.org/0000-0001-7597-6487, evely@unicamp.br.

http://orcid.org/0000-0001-7597-6487

Corresponding author: Universidade Estadual de Campinas - Faculdade de Educação, Av. Bertrand Russell, 801, Cidade Universitária “Zeferino Vaz”, Campinas - SP – Brasil.

1
Responsible Editor: Adriana Varani. https://orcid.org/0000-0002-7480-4998

Question 1 – When you have a task or want to better study and learn about a given content, what do you do? Describe in detail.
N=3
Attitudes	Pre-test		Post-test		Late post-test 1
Attitudes	N	%	N	%	N	%
Total	5	100%	11	100%	5	100%
Search different sources	2	40	1	9,09	0	0
Take notes	2	40	2	18,18	0	0
Look for pleasant quiet places	1	20	2	18,18	2	40
Organize time to study	0	0	2	18,18	1	20
Read	0	0	2	18,18	1	20
Underline	0	0	1	9,09	0	0
Write summaries	0	0	1	9,09	0	0
Reread the materials	0	0	0	0	1	20

N=3
Question 3 – In your opinion, what are learning strategies?
Definitions	Pre-test		Post-test		Late post-test 1
Definitions	N	%	N	%	N	%
Total	3	100%	5	100%	4	100%
Different ways to learn content	1	33,33	0	0	0	0
Methods that help learn	1	33,33	1	20	1	25
Ways that an individual uses to study and learn	1	33,33	1	20	1	25
Best way to learn	0	0	1	20	0	0
Techniques that facilitate learning	0	0	1	20	0	0
Ways that help perform learning tasks	0	0	1	20	2	50

Questions	Meeting 2 - Metacognitive strategy and self-regulation of learning
What did I learn?	- Concept of self-regulation of learning and metacognition (P1); - What can I do to improve my learning process (P1); - Everyone learns in a different way (P2); - Everyone should know his/her best way to learn (P3).
What part of the content would be interesting to apply to myself?	- Learn more about metacognition (P1); - Be aware of how I learn (P2); - Apply more study and learning strategies (P3).
How would I offer what I learned at these meetings to my students?	- Provide guidance about self-regulation of learning and metacognition (P1); - Inform about the importance of awareness for learning (P2); - Present learning strategies that can help learn (P3).
Questions	Meeting 4 – Metacognitive monitoring strategy: self-questioning and metacognitive regulation strategy: self-regulation of motivation
What did I learn?	- Be more patient while performing the tasks and not repeat them so many times (P1); - The importance of monitoring learning during the tasks (P2); - Regulation strategies can generate superficial or deep processing of information (P3).
What part of the content would be interesting to apply to myself?	- Monitor while a task is performed to avoid wasting time in redoing it (P1); - Set goals and monitor to achieve them (P2); - Self-regulate emotion, especially anxiety (P3).
How would I offer what I learned at these meetings to my students?	- Assist in organizing the activities they have to do (P1); - Present available strategies to monitor learning (P1) (P2); - Explain what monitoring and regulation of emotion and motivation are (P3).

Questions	Meeting 5 – How to motivate students to learn, and the cognitive rehearsal strategy: Underline.
What did I learn?	- The underline strategy is a starting point for a deeper study (P2); - How to give feedback to students, aiming to motivate them (P2); - How do learning goals influence student motivation (P3); - What are rehearsal learning strategies and their importance (P3).
What part of the content would be interesting to apply to myself?	- Try to give feedback to myself, relating it to the content (P2); - Put the rehearsal strategies into practice (P3).
How would I offer what I learned at these meetings to my students?	- Teach test strategies in a simple way (P2); - Develop activities for students to apply and practice the underline strategy in the real context (P3).
Questions	Meeting 6 – Cognitive elaboration strategy: summarize, and cognitive organization strategy: concept maps.
What did I learn?	- Importance of concept maps for better content learning (P1); - Difference between organizational chart and concept maps (P1); - How to organize and make concept maps (P2) (P3).
What part of the content would be interesting to apply to myself?	- Use concept maps in the next courses to better understand the content (P1) (P2) (P3).
How would I offer what I learned at these meetings to my students?	- Start to use and encourage the development of concept maps with high school students (P1); - Offer examples of concept maps and address what they are made of (P2); - Encourage the use of concept maps for the introduction of new content, such as review and as a form of evaluation (P3).

Question – Did the course help me to further develop my ability to learn? Justify.	N	%
Total	3	100%
Expanded my repertoire of learning strategies	2	66,67
Enhanced reflection on how I learn	1	33,33
Total	3	100%
Question – Did you find the content useful to improve as a student?	N	%
Reflection on my own learning	1	25,00
Reflection on the learning strategies normally used	1	25,00
Possibility of learning the contents discussed in the course	1	25,00
Importance of planning as a teacher and as a student	1	25,00
Total	4	100%
Question – Did the course help me change my behavior as a student? If yes, assess whether it was a positive gain and give an example of what has changed.	N	%
Expanded my repertoire of learning strategies	3	50,00
Started thinking about the best way to learn and focus on content	2	33,33
Monitored comprehension and learning	1	16,67
Total	6	100%
Question – Did the course help me become more aware of the aspects that I still need to change in my behavior as a student to benefit from the classes more and learn better?	N	%
Have more confidence in myself	1	33,33
Improve planning to achieve my goals	1	33,33
Apply the learning strategy to myself, relating it to the subject I teach	1	33,33

Question – The content developed in the course was useful for me to improve as a teacher	N	%
Teach the learning strategies learned in the course	3	50,00
Show that there are different ways and strategies to learn	2	33,33
Motivate students to learn	1	16,66
Total	6	100%
Question – Based on what was developed in the course, how could I improve the ability to learn of my students?	N	%
Review the course content with students	2	40,00
Explain learning strategies in the classroom	1	20,00
Do not give up looking for the best for students	1	20,00
Show that everyone learns in a different way	1	20,00
Total	5	100%
Question – Were you able to use the course content in your classes? Give examples.	N	%
Concept maps as a resource for learning	2	28,57
Self-reflection on how students learn	1	14,28
Setting goals for learning	1	14,28
Strategies for regulation of motivation	1	14,28
Informal conversations about learning strategies	1	14,28
Activity of comprehension monitoring	1	14,28
Total	7	100%

Meetings and contents – learning strategies	Objectives	Activities performed by teachers	Activities developed by authors and used by teachers with their students while teaching learning strategies
1 - Introduction to learning strategies	- Explain the objective of the course; - Conduct the pre-test; - Introduce learning strategies.	- Pre-test. - Structured learning diary⁵ 5 Learning diaries were filled at all meetings. .	-
2 – Metacognitive strategy and self-regulation of learning	- Review the content of the previous meeting⁶ 6 The content discussed in previous classes was reviewed at all meetings. ; - Teach about metacognition and self-regulated learning.	- Activity of self-reflection on learning itself.	-
3 – Planning: setting goals	- Encourage self-reflection on planning; - Teach metacognitive strategy of planning focusing on goal setting strategy.	- Activity of self-reflection - setting goals; - Activity of setting goals.	- Teach about the importance of setting goals and creating a weekly goal; - Report about the experience to teach students about goal setting in the experience diary.
4 – Monitoring: self-questioning; - Regulation: self-regulation of motivation	- Encourage self-reflection on monitoring of comprehension; - Teach monitoring strategies: self-questioning and regulation: self-regulation of motivation.	- Activity of self-reflection - self-questioning and self-regulation of motivation; - Protocol of Self-reflection on behavior; - Activity of setting goals; - Activity of learning monitoring; - Activity on the self-regulation of motivation.	- Perform the activity of challenges and the activity of self-regulation of motivation with the students, making them reflect on these processes. - Report about the experiences of conducting these two activities in the experience diary.
5 – Motivation to learn: theoretical and practical guidelines - Rehearsal: Underline	- Provide guidance on how to motivate students to learn; - Encourage self-reflection on underlining; - Teach the underline strategy.	- Activity of self-reflection - underline; - Activity of setting goals and behavior monitoring; - Underline activity: read a short text in the beginning of the meeting and analyze how you underlined it at the end of the meeting; - Reading and summary of a text about motivation.	-
6 – Elaboration: Summarize; - Organization: concept maps	- Teach the summarize strategy and concept map.	- Activity of self-reflection: summarize and concept maps; - Activity of setting goals and behavior monitoring; - Analysis of developed summaries; - Construction of a concept map.	-
7 – End of course	- End concept maps and daily activities; - Conduct the post-test.	- Presentation of concept maps; - Discussion of planning and behavior monitoring activities; - Post-test.	-

Encontros e Conteúdos/estratégias de aprendizagem	Objetivos	Atividades realizadas pelos professores	Atividades desenvolvidas pelas autoras e empregada pelos professores com os alunos para o ensino das estratégias de aprendizagem
1 - Introdução às estratégias de aprendizagem	- Apresentar a proposta do curso; -Realizar o pré-teste; -Introduzir as estratégias de aprendizagem.	- Pré-teste. -Diário estruturado de aprendizagem⁴ 4 O preenchimento dos diários de aprendizagem foi realizado em todos os encontros. .	-
2 – Estratégia metacognitiva e autorregulação da aprendizagem	- Retomar o conteúdo do encontro anterior⁵ 5 Os conteúdos das aulas anteriores foram retomados em todos os encontros. ; -Ensinar sobre a metacognição e a aprendizagem autorregulada.	- Atividade autorreflexiva sobre a própria aprendizagem.	-
3 – Planejamento: estabelecimento de metas	- Estimular a autorreflexão sobre o planejamento; -Ensinar a estratégia metacognitiva de planejamento focalizando na estratégia de estabelecimento de metas.	- Atividade Autorreflexiva - estabelecimento de metas; -Atividade para o estabelecimento de metas;	- Ensinar sobre a importância de estabelecer metas e criar uma meta semanal; -Relatar a experiência de ensinar os alunos sobre o estabelecimento de metas no diário de experiências.
4 – Monitoramento: autoquestionamento; -Regulação: autorregulação da motivação	- Estimular a autorreflexão sobre o monitoramento da compreensão; -Ensinar as estratégias de monitoramento: autoquestionamento e de regulação: autorregulação da motivação;	- Atividade autorreflexiva - autoquestionamento e autorregulação da motivação; -Protocolo Autorreflexivo sobre o comportamento; -Atividade de estabelecimento de metas; -Atividade de monitoramento da aprendizagem; -Atividade sobre a autorregulação da motivação.	- Realizar a atividade de desafios e a atividade de autorregulação da motivação com os alunos, levando-os a refletirem sobre esses processos. -Relatar as experiências da realização dessas duas atividades no diário de experiências.
5 – Motivação para aprender: orientações teóricas e práticas -Ensaio: Sublinhar	- Orientar sobre como motivar os estudantes a aprender; -Estimular a autorreflexão sobre o sublinhar; -Ensinar a estratégia de sublinhar.	- Atividade autorreflexiva - sublinhar; -Atividade de estabelecimento de metas e de monitoramento do comportamento; -Atividade de sublinhar: ler um texto curto no início do encontro e analisar como o sublinhou ao final do encontro; -Leitura e resumo de um texto sobre motivação;	-
6 – Elaboração: Resumir; - Organização: mapas conceituais.	- Ensinar a estratégia de resumir e o mapa conceitual.	- Atividade autorreflexiva: resumir e mapas conceituais; -Atividade de estabelecimento de metas e de monitoramento do comportamento; -Análise dos resumos desenvolvidos; -Construção de um mapa conceitual.	-
7 – Encerramento do curso	- Finalizar os mapas conceituais e as atividades diárias; -Realizar o pós-teste.	- Apresentação dos mapas conceituais; -Discussão das atividades de planejamento e de monitoramento do comportamento; -Pós-teste.	-

[1] Corresponding author: Universidade Estadual de Campinas - Faculdade de Educação, Av. Bertrand Russell, 801, Cidade Universitária “Zeferino Vaz”, Campinas - SP – Brasil.

Brasil

Brasil

Positive effects of an intervention program to strengthen the learning strategies of Brazilian High School teachers 1 2 3 4

Abstract