Learning strategies refer to the guided behaviour, actions and thoughts that an individual engages in during the learning process. In order to support Great Learning the structure of the strategies should first of all be clear. Students should have the opportunity to connect, activate, demonstrate, critically reflect and consolidate their learning. At Danube the structure of learning is a key component of our Learning and Teaching Strategy. In order for every child to be able to do this, the learning strategies themselves need to be multiple and varied; strategies that take account of personalised learning are therefore essential. However, the learning strategies should align to the vision and purpose of the school and be informed by research and school policy. Within our own Learning and Teaching Strategy, we promote a variety of strategies including the use of visible thinking throughout the school.
If however schools employ learning strategies where the structure is unclear or where policy supports just one type of strategy, then Great Learning is restricted. For example, if a school fails to provide learning strategies then Great Learning is left to the individual teacher’s experience and interpretation. This can result in students being guided in completely different and unrelated strategies as they travel from one subject to the next.