Learning strategies are discussed in the context of a theory that distinguishes between declarative and procedural knowledge, and between inert and useful learning. The acquisition of useful, declarative knowledge can be facilitated by learning strategies that help students select, organize, integrate, and elaborate important ideas. However, useful, procedural knowledge is more likely to result from pattern acquisition and practice strategies. Learning strategies for self-motivation can facilitate the acquisition of both declarative and procedural knowledge. Strategies for useful learning can be devised by teachers and taught in classrooms.
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