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Advances in Social Sciences Research Journal – Vol. 8, No. 6

Publication Date: June 25, 2021

DOI:10.14738/assrj.86.10366. Pllana, D. (2021). Combining Teaching Strategies, Learning Strategies, and Elements of Super Learning Principles. Advances in Social

Sciences Research Journal, 8(6). 288-301.

Services for Science and Education – United Kingdom

Combining Teaching Strategies, Learning Strategies, and

Elements of Super Learning Principles

Duli Pllana

Math teacher at Jose Marti Stem Academy, BOE Union City, New Jersey, USA

Math adjunct at Estern International College, Belleville, New Jersey, USA

ABSTRACT

Blending teaching strategies, learning strategies, and elements of super learning

principles increase learning outcomes tremendously in any case, situation, or

academic subject. Employing teaching and learning strategies adequately impact on

an interactive session (academic subjects or any field) to a great degree, enhance

learners’ motivation significantly, improve self confidence and self esteem of

learners considerably, and soar learning outcomes substiantly. It is impossible to

combine all learning and teaching strategies (there are many techniques, and a

small space time to incorporate them in one lesson or an academic subject.) in an

academic subject entirely. Accordingly, strategic teaching or learning establishes

skills or techniques in addressing a lesson or digesting information from the lesson.

Also, learning results depend on the quantity and quality of combining learning and

teaching strategies, and components of super learning principles. The greater the

participation of mixing techniques or skills in a lesson, the greater are the positive

results in the learning outcomes. Teaching and learning strategies, and

superlearning elements are in a close relationship with each other; teaching

strategies imply learning strategies and elements of super learning. Combination of

the three ingredients play a crucial part in any lesson, academic subject, or general

knowledge; mixing all these three components together wisely maximizes learning

outcomes enormously.

Keyword: Teaching strategies, Learning Strategies, Learning Outcomes, Combination,

Super Learning Principles.

INTRODUCTION

Combining teaching strategies, learning strategies, and super learning principles increases

learning outcomes tremendously. Combining two or more teaching strategies incorporates

interactive elements between teacher and learners throughout a session by targeting a larger

audiences’ interest.

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Pllana, D. (2021). Combining Teaching Strategies, Learning Strategies, and Elements of Super Learning Principles. Advances in Social Sciences

Research Journal, 8(6). 288-301.

URL: http://dx.doi.org/10.14738/assrj.86.10366

Fig. 1 Teaching strategies implies Learning and super learning principles. All three factors

result in a maximum learning outcome

Additionally the teaching strategies will stimulate students to modify their learning strategy by

triggering metacognitive processes. Students should make a plan to achieve their goal with a

strategic learning plan. Since every student is unique, each student needs an adequate plan.

There are multiple kinds of learning strategies that might work for different students'

preferences. The article, Language learner Strategy: What every teacher should know, claims,

“The types of strategies used by different learners vary teaching strategies in order to reach

effective results. Learning strategies determine conditions of the learning stage or super

learning due to different factors, such as degree of awareness, stage of learning, task

requirements, teacher expectations, age, gender, general learning style,...” (Oxford, 1990).

Nonetheless, Learners should modify (in general) their learning strategy with their teachers,

and super learning principles (Room temperature, study room at home, moving during the

break, taking break after every 30 minutes, etc). The synchronized activity of the three factors

(teaching strategy, learning strategy, and super learning) maximizes learning outcomes

enormously.

Utilization of various teaching strategies elevate learning to a higher level - application of super

learning raises the motivation to a higher magnitude. A teacher who applies just one teaching

strategy during a session would affect learners to remember a minute percentage of the

content. In the case the teacher applies two different teaching strategies of a similar lesson (to

the same audience) would affect learners to remember a greater percentage of the content than

previously. The greater the number of teaching strategies applied during a lesson, the greater

would be the learners’ outcome. Learning outcome of the lesson is in the function with the multi

variety of teaching and learning strategies. Integrating various teaching strategies could engage

students with different learning styles in the lesson. The book, Integrating Teaching, Learning

and Action Research, claims, “In many respects, also, each class is different from any other, and

requires a carefully planned program of activities to ensure that students achieve learning

outcomes” (Stringer, Christensen, Baldwin, 2010). Students' metacognitive skills should be

implemented carefully by combining and modifying learning strategies. The learner ought to

monitor their own learning, especially, ought to analyze all methods that guarantee satisfying