Learning Strategies Learning strategies are Techniques Principles Rules

Learning Strategies • Learning strategies are: – Techniques – Principles – Rules • They enable a person to: – Learn – Solve problems – Complete tasks independently • They facilitate: – Acquisition, – Manipulation, – Integration, – Storage, and – Retrieval of information across settings and situations • Learning strategies are instructions on how to learn and how to perform academic tasks • Source: Alley, G. & Deshler, D. University of Kansas.

How to Teach Learning Strategies • Step 1: Pretest and obtain commitment to learn. • Step 2: Describe by “painting” a picture that details the nature of the strategy and the advantage of using it. • Step 3: Model/Demonstrate the strategy so the students can witness all the cognitive processes as well as overt behaviors involved in performing the strategy. • Step 4: Before students are asked to actually use the strategy, they must learn to name the strategy steps at an automatic level. This is called rapid fire rehearsal.

• Step 5: When students have verbal mastery of the steps, choose materials for controlled practice. This gives students ample opportunity to practice the new strategy and allows you an opportunity to give positive feedback. • Step 6: Grade appropriate practice is the real test of the students; ability to use the strategy and to see how well they apply it in course assignments. • Step 7: Post test/Assess students to obtain a measure of students’ progress in learning the strategy. • Step 8: To determine if the students have generalized , periodically check to see if students are continuing to use the strategy appropriately. • Source: Alley, G. & Deshler, D. university of Kansas.

RAP (paraphrasing) • R read each paragraph or section • A ask yourself the question; what are the main ideas and details? • P put ideas into your own words

R. I. K. -Z-S. A. C. (text skimming) • R read the question • I identify key words/what are the key words in the question? • K know what to do/what is the question asking you to do? • Z zero in/find the section of the chapter that has similar key words as the question • S slow down and read carefully/read that part of the chapter to see if the question is answered • A answer/write the answer to the question • C check/read your answer and check the information with what is in the book

PLEASE (writing) • P pick a topic or pick out a key word in the topic • L list your ideas • E evaluate your list • A acquaint reader with a topic sentence or activate the paragraph • S sentence for each item on the list • E extend each item with a detail sentence • Source: Marshall Welch, University of Utah, 1987

FOCUS (editing) • F facts are accurate • O organized • C clear word choices • U usage is correct • S specific details

COPS (editing) • C capitalize the following; – first letter of each sentence – proper names, places, things • O overall appearance – margins on your paper – smudges and cross-outs neatly erased – heading and title • P punctuation – correct punctuation (. , ? , !) – Commas • S spelling – have you re-read the paper? – has someone else read the paper and checked spelling? – Source: Robbins-Nagel, D. Schumaker, J. B. & Deshler. D 1985.

LINKS (note taking) • L listen • I identify verbal cues • N note • K key words • S summarize

Verbal Cues • Emphasis Cues – You need to know… – This is important… – Listen carefully… – Let me explain… • Organizational Cues – The topic today is… – First of all… – To summarize… – As a result… • Content/Information Cues – Definitions – Dates – Facts • Mannerism Cues – repeats words or phrases – spells out important words – speaks more slowly – lists on board

DRAW(math problem solving) • D discover the sign • R read the problem • A answer – draw a conceptual representation of the problem using lines and tallies – check • W write the answer • Source: Alley G. & Deshler, D. Teaching the Learning Disabled Adolescent: Strategies and Methods. Denver, CO: Love Publishing, 1979.

RIDGES (math problem solving) • R read the problem • I I know statement • D draw a picture • G goal statement • E equation development • S solve the equation • Source: Miller, S. P. , & Mercer, C. D. (1993) Mnemonics: enhancing the math performance of students with learning difficulties. Intervention in School and Clinic, 29(3).

Math Problem Solving Strategy • Read the entire problem to get a general idea. • Reread the actual question (usually the last part) to determine what information is really needed. Underline the key words. • Reread the entire problem and paraphrase. • Draw a picture or create a visual image of the problem in your mind. • Sort out what information is needed and not needed. • Decide what operation makes sense to solve the problem. • Take a guess at the correct response. Estimate, then write it down. • Solve the problem. • Compare your answer with your estimate. Does it make sense? • Check your work. • Source: Anita De. Boer, 1986.

Tips for Strategy Instruction • • • Choose a strategy that matches a task or setting demand for students. Assess the students’ current level of strategy use and teach a strategy that is needed to increase their level of performance. Have students set goals about what they intend to learn and how they will use the strategy. Describe the strategy, give examples and discuss its applications. Model the strategy for students. Verbalize your own thinking and problem solving, including way you monitor, make corrections and adjust your task approach and completion. Make sure students can confidently name and explain the strategy. Give sufficient practice of the strategy with materials that are controlled for level of difficulty before expecting use of the strategy in advanced materials. Have students practice the strategy in materials from classes in which they are placed for instruction. Make sure students give examples and actually practice the strategy in various settings in school, at home, and in the community. • Source: Day, V. P. & Elksnin, L. K. (1994) Promoting Strategic Learning. Intervention in School and Clinic, 29(5).

How to Teach Learning Strategies • Step 1: Pretest and obtain student commitment • Step 2: Describe the strategy • Step 3: Model/Demonstrate the strategy • Step 4: Rapid fire rehearsal of the strategy steps • Step 5: Practice with controlled materials and give positive feedback • Step 6: Apply the strategy to grade appropriate materials • Step 7: Post test/Assess • Step 8: Provide opportunities for generalization

Tips for Strategy Instruction • • • Choose a strategy that matches a task Assess students’ current level Have students set goals Describe the strategy Model the strategy Make sure students can name the strategy steps • Give sufficient practice • Have students practice with controlled materials; success strategy • Have students practice with grade level materials • Give examples and practice in various settings