What is the difference between a learning strategy and learning tactics? What will be an ideal ...

Answer to #1

A learning strategy is a plan that the learner formulates in advance of engaging a learning task. It specifies what will be done to achieve the learning goal, where it will be done, and when it will be done. The part of the strategy that specifies what will be done involves the selection and use of tactics. Learning tactics can be roughly classified as memory-oriented or comprehension-oriented. Memory-oriented tactics include rehearsal and mnemonic devices. Mnemonic devices are far superior to rote rehearsal because they produce meaningful encodings of information and cues that allow for reliable, verbatim retrieval. Comprehension-oriented tactics include self- and peer-questioning and concept mapping.

Answer to #2

D

Answer to #3

Self-efficacy refers to the belief people have about how capable or prepared they are to meet the demands of particular tasks. A student who feels he can write a high-quality essay but does not feel capable of writing good poetry can be said to have a high level of self-efficacy for essay writing and a low level of self-efficacy for writing poetry. A student who watches a classmate learn how to use various computer programs and believes she can learn to do that too can be said to have a high level of self-efficacy for learning how to use computer programs.
Self-efficacy provides much of the motivation for students to use self-regulation skills such as concentrating on the task, creating an appropriate work environment, creating strategies, using appropriate tactics, managing time effectively, monitoring one's progress, and making necessary changes to improve performance on future tasks. Students who believe they have the capabilities to meet the demands of a particular task are more likely to use these processes than students who feel poorly prepared. Students with low levels of self-efficacy are likely to avoid challenging tasks and rely excessively on others for help.
A person's self-efficacy is affected by past accomplishments, the statements others make to persuade us that we are capable of carrying out a task, the emotions particular tasks arouse, and the inferences we draw from watching other people perform the same task. A person who has successfully carried out a particular task in the past, is told by others how capable he or she is, feels calm and self-assured in the face of a particular task, and watches others who are similar successfully perform the task, is likely to have a high level of self-efficacy.

Answer to #4

Carol Gilligan argued that because Kohlberg's research on stages of moral development was based on male subjects, his theory has a clear male bias that is not necessarily consistent with the moral development of females. Females, Gilligan argues, place a higher priority on the conventional stage values of helping and cooperating with others than the higher postconventional stage values of justice and individual's rights.
Nel Noddings' work focuses on the development of a caring attitude and the formation of caring relationships as prerequisites for moral behavior. The difference between a caring attitude and a caring relationship is like the difference between thought and action. Once can have great empathy for students and work hard to provide them with high quality instruction, but in the absence of overt comments and actions from the teacher, students may believe that teachers don't care about them and thus be less motivated to learn.

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