Methods to Help Learners Develop Learning Strategies

In every classroom, learners approach tasks in different ways. Some underline key words, others draw diagrams, and some silently connect new ideas to what they already know. These are examples of learning strategies: the conscious or unconscious techniques learners use to understand, remember, and apply new knowledge.

Learning Outcomes

By the end of this lesson, you will be able to:

Define learning strategies in simple terms and explain why they matter in CLIL contexts.
Identify strategies learners use before, during, and after tasks.
Understand how metacognitive processes (thinking about learning) support strategy development.
Apply practical classroom techniques to model, encourage, and reflect on strategy use.
Recognize differences in strategy use between more able and less able learners.
Design classroom tasks that help learners become more independent and strategic in their learning.

TKT CLIL Module – Methods to Help Learners Develop Learning Strategies

What Are Learning Strategies?

Learning strategies are the different ways learners approach new subject content or language in order to understand, process, and remember it. These strategies may be visible—things we can observe in the classroom—or invisible, happening silently in the learner’s mind.

Visible strategies: underlining key vocabulary, drawing diagrams, taking notes, highlighting main ideas, or using gestures to support meaning.
Invisible strategies: mentally repeating a word to memorise it, associating a new English word with a picture, or linking it to a word in the learner’s first language.

Both types are valuable, and effective learning often combines them.

The Teacher’s Role in Strategy Development

When teachers help learners identify, model, experiment, and reflect, learners gradually become both strategic and reflective. They gain confidence knowing they can approach tasks in different ways, and they become more independent learners who can carry these skills beyond the classroom.

Identify the Learning Strategies Learners Already Use

Teachers should first discover which strategies learners naturally prefer.

How to do this: Observe learners during tasks, ask them to explain how they tackled an activity, or use a short questionnaire.
Why it matters: Knowing their habits helps us build on what they already do well and address gaps.

ESL Classroom Scenario
During a reading comprehension activity, the teacher notices that one learner highlights almost every word, while another underlines only proper nouns. After the task, the teacher asks: “How did you decide what to underline? Why did you choose that strategy?” This simple question helps uncover their current approaches.

Model New Learning Strategies

Learners often don’t know how to apply new learning strategies unless teachers show them. Modeling makes thinking visible.

How to do this: Demonstrate step by step how to guess the meaning of a word from context, how to use a mind map before writing, or how to organise notes.
Why it matters: Learners can imitate these strategies, then adapt them to their own style.

ESL Classroom Scenario
Before a writing task on the topic of “Healthy Food,” the teacher draws a mind map on the board with “Healthy Food” in the centre. They branch out with “Fruits,” “Vegetables,” and “Proteins,” adding specific vocabulary under each. The teacher says aloud: “I use this strategy because it helps me organise my ideas before writing.”

Encourage Learners to Try Different Learning Strategies

Trying new approaches builds flexibility and confidence.

How to do this: Provide varied tasks where learners must use prediction, summarising, note-taking, paraphrasing, or asking questions.
Why it matters: Experimentation helps learners discover which strategies suit their learning style.

ESL Classroom Scenario
In a listening lesson about travel, learners hear a dialogue about booking a hotel. The teacher asks one group to write down keywords, another to draw a timeline of events, and another to predict the next part of the conversation. Afterward, the groups compare results and discuss which strategies helped them most.

Reflect with Learners on Strategy Use

Reflection ensures learners become more conscious of their methods and progress.

How to do this: Ask learners to explain what worked well and what was difficult. Encourage pair or group discussions on strategy use.
Why it matters: Reflection transforms strategies from unconscious habits into deliberate tools for learning.

ESL Classroom Scenario
After a speaking activity where learners role-play a job interview, the teacher asks: “Which strategy helped you prepare your answers? Did you use notes, practise with a partner, or try to remember useful phrases?” Learners discuss in pairs, then share with the class. This helps them see that different strategies can all lead to success.

Learning Strategies Across Task Stages

Learning does not take place in a single moment. Instead, it unfolds in stages, and at each stage, learners can use strategies that help them prepare, manage, and reflect on their work. These can be grouped into before, during, and after a task.

Before a task: Learners prepare and set a clear direction.
During a task: Learners actively manage comprehension and production.
After a task: Learners reflect, consolidate, and plan for future learning.

By guiding learners to use learning strategies at all three stages, teachers help them develop into self-aware, independent learners who know not just what to learn, but how to learn.

Strategies Before a Task

Before learners begin, they need to set themselves up for success. Preparation strategies give learners a sense of direction, help them activate prior knowledge, and reduce uncertainty about what lies ahead.

Key strategies include:

Selecting and setting goals: Learners decide what they want to achieve. For instance, “I want to understand the main idea of this article, even if I don’t know every word.”
Analysing the task: Learners consider the requirements. Before writing, they might ask, “What should my introduction include? Should I write in formal or informal style?”
Planning and timing: Learners organise their work into steps—such as brainstorming, drafting, editing—and estimate how long each will take.
Activating prior knowledge: Learners think about what they already know about a topic, which helps them predict what might appear.
Predicting vocabulary or content: Learners anticipate words, phrases, or ideas related to the task.

ESL Classroom Example
In a reading lesson about global warming, learners are asked to brainstorm words they expect to find in the text. They suggest climate, carbon dioxide, pollution, and temperature. By predicting these words, they enter the reading stage with clearer expectations and are more confident when they see familiar terms.

Why it matters: Strategies before a task create readiness. Learners begin with a plan rather than approaching the task blindly. This reduces anxiety and makes learning more purposeful.

Strategies During a Task

As learners work, they need strategies that help them understand, stay focused, and manage difficulties. These strategies often require flexibility because learners must respond to challenges in real time.

Key strategies include:

Identifying key content vocabulary: Learners highlight or underline important terms that are central to meaning, such as photosynthesis in a biology passage.
Predicting meaning from context: Learners guess the meaning of unknown words using surrounding clues instead of stopping to translate every word.
Paraphrasing: Learners restate information in their own words, which shows understanding and helps retention.
Risk taking: Learners attempt to use unfamiliar grammar or vocabulary, even if they make mistakes, which promotes growth.
Asking for clarification: Learners ask the teacher or a peer for help when instructions or explanations are unclear.
Using L1 when necessary: Learners strategically check meaning in their first language, e.g., using a bilingual dictionary for difficult terms.
Organising information: Learners arrange ideas in charts, tables, or graphic organisers to make content easier to process.
Note-taking: Learners jot down short points, diagrams, or keywords to help them remember what they are learning.

ESL Classroom Example
In a geography lesson, a learner encounters the word erosion. They first underline it, then guess its meaning from context (by noticing words like river, rocks, and soil). To confirm, they check their guess with a peer. This layered approach—guess, confirm, discuss—makes learning active and collaborative.

Why it matters: Strategies during a task keep learners engaged and focused. They allow learners to take control of difficulties, rather than becoming passive or dependent on the teacher.

Strategies After a Task

Once a task is complete, the learning process is not over. Learners need to reflect, consolidate, and evaluate. Post-task strategies ensure that knowledge is not only gained but also stored and reused.

Key strategies include:

Reviewing work: Learners re-read or re-listen to what they produced, checking for errors and improvements.
Summarising: Learners condense information into a shorter form, such as three sentences that capture the main idea.
Peer feedback: Learners exchange work with a partner or group and receive comments on clarity, accuracy, or presentation.
Comparing progress: Learners look back at earlier work and compare it with the current task to see how much they have improved.
Making visual prompts: Learners create diagrams, charts, or flashcards to help remember new vocabulary.
Recording reflections: Learners write about what they found difficult, which strategies helped, and what they will do differently next time.

ESL Classroom Example
After a debate on renewable energy, learners write a short reflection. They list new vocabulary they successfully used (wind turbine, solar panel, biofuel), identify difficulties (e.g., “I forgot how to say hydroelectric”), and decide on strategies for improvement (e.g., “Next time I’ll keep a short list of phrases near me during debates”).

Why it matters: Strategies after a task promote long-term learning. Learners move beyond the immediate activity to consider how they are developing over time. This builds habits of independence and self-improvement.

Metacognition: Thinking About Thinking

Another important dimension of learning strategy development is metacognition: literally, “thinking about thinking.” In education, it refers to learners being aware of how they learn, the strategies they use, and the effectiveness of those strategies.

Metacognitive learners are not only concerned with completing a task but also with reflecting on the process behind their success or difficulties. This awareness allows them to become more independent, flexible, and confident learners.

According to Anderson (in Griffiths, 2008), metacognition can be divided into five key parts:

Preparing and Planning for Learning

Before starting a task, learners need to get ready mentally. Preparation involves activating prior knowledge, identifying learning goals, and organising resources.

Examples of strategies:

Brainstorming what they already know about a topic.
Predicting what vocabulary or ideas will appear.
Setting a learning goal such as “I will understand the main points, even if I don’t know every word.”

ESL Classroom Scenario
In a reading lesson on healthy lifestyles, learners brainstorm words they expect in the text: exercise, diet, vitamins, stress. The teacher guides them to set a goal: “Let’s focus on finding the main argument, not every detail.” This prepares learners with both vocabulary and purpose.

Selecting and Using Learning Strategies

Once learners begin the task, they need to choose which strategies are most effective for the situation. Good learners do not apply strategies randomly—they make conscious choices.

Examples of strategies:

Skimming the text for main ideas before reading in detail.
Deciding to take notes in bullet points instead of full sentences.
Using underlining, highlighting, or drawing diagrams to structure information.

ESL Classroom Scenario
During a reading passage about climate change, one learner skims quickly to find the main points: causes, effects, and solutions. Then they reread carefully to underline key terms such as carbon emissions and renewable energy. The conscious choice of skim first, then detail shows strategic thinking.

Monitoring Learning

As learners work, they must check if their chosen strategy is helping. Monitoring involves asking questions like: “Do I understand this paragraph?” or “Should I slow down?”

Examples of strategies:

Pausing to check comprehension of a listening task.
Asking a peer for clarification.
Rereading a section when something is unclear.
Comparing progress with earlier steps in the same task.

ESL Classroom Scenario
During a listening task about space exploration, a learner stops after hearing a technical term they don’t understand. Instead of ignoring it, they ask a partner: “Did you catch what propulsion means?” By checking comprehension mid-task, they avoid confusion later.

Integrating Strategies

Learning becomes stronger when strategies are combined and transferred across skills. Learners link what they know in one area to another, or they use multiple strategies at the same time.

Examples of strategies:

Using a vocabulary list from reading to support speaking tasks.
Making flashcards with definitions and later using them in pair work.
Applying note-taking methods learned in science to an English essay.

ESL Classroom Scenario
After reading an article about nutrition, learners create a list of health-related words (balanced diet, carbohydrates, obesity). Later, during a speaking activity, they refer to this list to explain their opinions. The integration of reading and speaking strategies strengthens both language and content knowledge.

Evaluating Learning

Once the task is complete, learners must reflect on how well they learned and which strategies worked best. Evaluation turns experience into long-term improvement.

Examples of strategies:

Comparing a new piece of writing with an earlier one to check progress.
Asking: “Did my strategy help me reach the goal I set?”
Writing a short reflection on what to do differently next time.

ESL Classroom Scenario
After writing an essay about healthy living, learners compare it with an earlier essay on a similar topic. They notice stronger organisation and fewer grammar errors. The teacher asks: “Which strategies helped you this time?” Learners reply, “Using a mind map first” or “Asking my partner for new vocabulary.” This reflection confirms success and sets a path for further growth.

Learning Strategies: Examples from ESL Classrooms

Learning strategies become most meaningful when we see them in real classroom practice. Below are illustrations of how strategies work in Reading, Speaking, Writing, and Listening lessons. Each example shows strategies before, during, and after a task, along with how the teacher can support learners.

In each skill, learners use strategies before, during, and after tasks:

Reading: predict → underline → summarise
Speaking: set goals → take risks → seek feedback
Writing: plan → draft → peer review
Listening: brainstorm → take notes → reflect

Reading Lesson: Endangered Animals

Before the task

Learners preview the text by looking at titles, headings, and pictures.
The teacher asks: “What animals do you expect to read about? What words might describe their situation?”
Learners predict vocabulary such as habitat, extinct, endangered, population decline.

During the task

Learners underline species names (e.g., panda, tiger, rhino) as they appear in the text.
They also highlight or circle descriptive phrases such as critically endangered or natural habitat loss.
If they find a difficult word like conservation, they guess its meaning from context and then check with a peer.

After the task

In pairs, learners summarise the text using their own words.
They compare summaries, noticing which ideas both partners included and which ones were missed.
The teacher asks: “Which strategies helped you most: predicting words, underlining names, or summarising?”

Why it works
This cycle develops both content knowledge (about endangered animals) and language skills (academic vocabulary, summarising, paraphrasing). Learners practise strategies they can transfer to any future reading text.

Speaking Lesson: Classroom Debate

Before the task

Learners set personal speaking goals: “I want to use linking phrases like on the other hand, for example, and in conclusion.”
They brainstorm useful vocabulary related to the debate topic (e.g., renewable energy, fossil fuels, pollution).

During the task

During the debate, learners take risks by trying out new expressions, even if they are unsure about grammar.
They listen carefully to their peers and practise paraphrasing others’ points before responding: “So you are saying that renewable energy is too expensive. I disagree because…”

After the task

Learners work in small groups to provide peer feedback. They focus on fluency, clarity, and use of linking phrases.
The teacher supports by giving positive reinforcement (“I noticed you used in conclusion very naturally”) and constructive advice (“Next time, add an example after making a point”).

Why it works
The speaking lesson demonstrates that learners can actively manage their language use by setting goals, taking risks, and seeking feedback. This builds communicative confidence.

Writing Lesson: Opinion Essay

Before the task

Learners create a mind map around the essay topic (e.g., Should school uniforms be compulsory?).
They brainstorm arguments for and against, adding key phrases like improves discipline or limits self-expression.

During the task

Learners draft paragraphs with topic sentences, such as: “One advantage of wearing school uniforms is that it creates equality among students.”
They focus on organising their ideas logically: introduction, body, and conclusion.
Learners also monitor their work, checking spelling and grammar as they go.

After the task

Essays are exchanged for peer review. Each learner reads a partner’s essay and gives feedback on clarity, structure, and vocabulary.
The teacher models feedback language such as “I liked how you explained your second point” or “Maybe add an example to support your conclusion.”

Why it works
This approach shows that writing is a process, not a product. Learners plan carefully, use organisational strategies while drafting, and then reflect and improve through peer feedback.

Listening Lesson: Space Exploration

Before the task

Learners brainstorm words they might hear, such as astronaut, rocket, orbit, planet, mission.
The teacher introduces a prediction activity: “What do you think the astronauts will discuss—training, equipment, or the journey itself?”

During the task

Learners listen to an audio clip about astronauts preparing for a mission.
They take notes in the form of keywords and short phrases, avoiding full sentences.
Some learners use diagrams, drawing a simple timeline of events in the astronauts’ preparation.

After the task

Learners compare notes in pairs and discuss which strategies helped them remember more details.
They share reflections such as: “Drawing a timeline helped me follow the sequence” or “I should have written shorter notes.”
The teacher reinforces metacognition by asking: “What will you do differently next time you listen?”

Why it works
This listening lesson highlights that comprehension depends not only on hearing but also on active processing strategies like note-taking, organising, and comparing.

Supporting Learners of Different Abilities

In every classroom, learners differ not only in language level but also in how effectively they use learning strategies. Some learners are confident and flexible, while others may feel unsure or depend too heavily on a single approach. Understanding these differences allows teachers to provide more tailored support.

More Able Learners

More able learners are usually more strategic and self-aware. They demonstrate several strengths:

Use of a wider range of strategies
They experiment with prediction, summarising, paraphrasing, note-taking, and peer questioning.
Example: When preparing for a reading test, one learner skims the text first, underlines key words, then paraphrases the main idea aloud.
Ability to switch strategies when one is not effective
If guessing the meaning of a word from context does not work, they quickly move to another method, such as checking a glossary.
Example: A learner tries to guess the meaning of biodiversity. Realising the context is unclear, they consult a bilingual dictionary instead of getting stuck.
Conscious reflection on progress
They think about what worked and what did not, adjusting their approach in future tasks.
Example: After a listening task, a learner notes: “I wrote too many full sentences in my notes. Next time I’ll use keywords so I don’t miss details.”

Less Able Learners

Less able learners often need stronger teacher guidance because they:

Rely on familiar strategies, even when ineffective
Some always translate into their L1, slowing comprehension and preventing them from developing other strategies.
Example: A learner translates every word in a text instead of focusing on the main idea, which causes frustration and wasted time.
Struggle to monitor comprehension
They may read or listen passively without stopping to check if they understand.
Example: A learner listens to a dialogue but does not realise they missed a key phrase until the activity ends.
Depend heavily on teacher direction
They may not yet know how to plan, organise, or reflect independently.
Example: A learner asks the teacher for every unknown word instead of trying to predict or guess first.

The Teacher’s Role

Teachers play a leading role in bridging this gap by:

Modeling strategies
- Think aloud during a task: “I don’t know this word, but I can guess from the sentence that it means…”
- Show how to organise ideas into a mind map before writing.
Encouraging experimentation
- Give tasks where learners must try a less familiar strategy.
- Praise learners for taking risks, even if the attempt is imperfect.
Creating classroom routines that value reflection
- After each task, include time for learners to discuss: “Which strategy worked best for you? What would you change?”
- Use peer feedback to help learners see the variety of approaches within the class.

Summary: Learning Strategies

Learning strategies are techniques learners use to acquire knowledge and language.
They can be used before, during, and after tasks.
Metacognition involves planning, selecting, monitoring, integrating, and evaluating strategies.
In CLIL classrooms, strategies must support both content and language learning.
Teachers should identify existing learner strategies, model new ones, and encourage reflection.
More able learners tend to use strategies more flexibly, while less able learners need more structured support.

Learning Strategies: Common Questions And Answers

Q1. Why are learning strategies important in CLIL?
Because learners must manage both subject content and the language to express it. Strategies help them succeed in both areas.

Q2. Can learning strategies be taught directly?
Yes. Teachers can model strategies, explain their purpose, and give learners opportunities to practise them.

Q3. How can I check which strategies my learners use?
Use questionnaires, classroom discussions, or ask learners to reflect on how they completed a task.

Q4. Do weaker learners benefit from strategy training?
Yes. Weaker learners may not naturally use a wide range of strategies, but with guidance, they can develop habits that improve learning.

Q5. Should strategies always be language-focused?
Not necessarily. Some strategies target content (e.g., planning experiments), while others target language (e.g., noting key vocabulary). Both are important in CLIL.

Learning Strategies – A Practice Task

Match each learner’s classroom comment (1–7) with the learning strategy (A–H) it shows.
There is one extra option you do not need to use.

Learning Strategies

A. Taking notes with keywords instead of full sentences
B. Seeking peer feedback on performance after a task
C. Comparing current work with earlier work to evaluate progress
D. Guessing meaning of unfamiliar words from context
E. Setting goals and predicting vocabulary before a task
F. Organising ideas using visual tools such as mind maps
G. Skimming a text for the main idea before reading in detail
H. Highlighting all unknown words in a text before checking a dictionary

Learners’ Comments

“Before reading the article, I wrote down words like pollution, climate, and carbon dioxide that I thought I might see.”
“While I was reading, I didn’t know the word erosion, but I guessed the meaning from the sentences around it.”
“I used a mind map to plan my essay so that my paragraphs would be well organised.”
“I listened to the recording twice and wrote down only the key words so I wouldn’t miss details.”
“After the debate, I asked my partner to tell me how fluent I sounded and if I used linking phrases correctly.”
“I started to write about renewable energy but then stopped and checked whether I had all the vocabulary I needed.”
“When I finished my work, I compared it with an essay I wrote last month to see how much I had improved.”

CLIL Reference Resources

Core Textbooks

Bentley, K. (2010).The TKT Course: CLIL Module. Cambridge University Press.
- The official preparation book for the TKT CLIL module, with clear explanations, tasks, and practice questions.
Coyle, D., Hood, P., & Marsh, D. (2010).CLIL: Content and Language Integrated Learning. Cambridge University Press.
- A foundational text explaining the 4Cs Framework and CLIL methodology.
Mehisto, P., Marsh, D., & Frigols, M. J. (2008).Uncovering CLIL. Macmillan Education.
- Practical strategies and classroom ideas for implementing CLIL in different contexts.

Online Resources

Cambridge English Teaching Framework – CLIL Resources

Free resources, articles, and sample activities for teachers preparing for TKT CLIL.

CLIL Magazine

Articles, interviews, and case studies about CLIL from teachers around the world.

TeachingEnglish (British Council) – CLIL Resources

Articles and lesson ideas for teachers using CLIL in ESL/EFL classrooms.

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