Module 5 Study Skills

Activity 5.2   LD Online Website Articles Study Skills-A Handout for Parents (1998).
     This study skills handout for parents reinforces many of the things that I tell families when I meet with them about study skills. First, I insist the parents and the student meet with me together, even when they are in high school. “For children to learn good study skills, teachers and parents must work together.” “Adolescents also need parental support and encouragement throughout high school (LD online, 1998).” Many of my high school parents think that since their child is in high school they should be independent when it comes to studying. I am constantly reinforcing to the parents that they must set boundaries, be consistent, set expectations and have consequences. The handout stresses making homework completion a high priority by expecting homework completed well, establishing a study routine; including a place to study and having supplies on hand.                                                                                                       
     The handout suggests using homework completion to teach organizational skills by using an assignment book, estimating how long something will take to complete, finishing assignments on time, taking a break every 45-50 minutes and using techniques such as SQ3R. Consequences  should include requiring that all necessary material be brought home, assessing homework completion by reviewing grades and noting progress and areas of improvement, using homework folders (one of my favorites)  and reducing a child’s freedom until grades improve. Also parents should reward for good grades and improving grades, but rewards need not be expensive. One thing they listed that I have not tried is graphing grades. I hope to try thisstarting next year.                                                                                                                                   
     I also have parent who set unrealistic expectations. The handout is clear of making homework completion a positive experience by being non-critical. Provide support and praise and avoid criticism and anger. Homework should never be a punishment and parents need to be good listeners by encouraging questions and having time to share information learned. 
     I will use this as a handout for several of my families. I have already given it to some staff members who are parents of young children. I have found it a good resource for things we, as parents, can improve and as reinforcement for the things we do right.

Organizational Skills for Students with Learning Disabilities: The Digital Master Filing System by Patricia W. Newhall (2008).
     I was interested in this article because we completely became a tech school when we implemented the e-books this year. One of my interventions and accommodations is the use of a computer for my students with dyslexia and dysgraphia for writing and for my students with ADHD for organization. It was not until this year that a student kept losing things he had saved on his computer that I needed to think differently about digital storage. Our students can use a network folder on the school’s computer system that they have access to from home. I find most students do not use it even though I encourage them not to leave their assignment on their computers. It usually takes losing an assignment to convince students this is what they need to do. Newhall (2008) recommends creating a class folder for each subject and to be specific in naming the document. While I have assumed that most high schools students know to do that, I have not actually taught a student the steps or made sure that they did it properly. I am behind most high school students when it comes to technology but it is a skill worth teaching. Newhall (2008) also recommends printing out and filing hard copies of their digital work into a master filing system and once that is done to delete any material no longer in use. While I may print out copies for students to turn into teachers or to study from, I still recommend keeping digital copies of important work. This works as a portfolio of the student’s work for showing growth, useful in studying from for finals or for use as college essays for applications. “Managing materials is one of the three key categories of study skills that contribute to students’ ability to organize, remember and apply their knowledge. To do well in school, students must develop strategies that make them efficient, effective managers in each of these areas (Newhall, 2008).”
           LD Online retrieved on April 16, 2011, from http://ldonline.org/article/c656

Student Skills Strategies

The strategy for answering chapter questions by Archer and Gleason (1989) is a strategy I use with one of my students with Asperger’s. While she has good comprehension skills and she can write a complete sentence it is very difficult for her to put her thoughts into writing, especially when getting started. We follow the strategy from step one: She first reads the question and we talk about what is means. In step two, I have her change the question into a statement and that becomes the first sentence.  In step three and four, I have her find and read the section in the book that deals with the question and then we list the item or detail(s) that answer the question. The last step she writes it into sentence form. Since we have just started using this strategy after Christmas and we are not consistently working on answering chapter questions in the lab, I still must scaffold with her.  
Archer, A., & Gleason, M. (1989).  Skills for school success.  Billerica, MA: Curriculum  Associates.

The PIRATES test taking strategy by Hughes, Schumaker, Deshler and Mercer (1987) I use with all of my students in the lab and it was a strategy I use to teach in the study skills class.  I believe I have used this form since 1987. The only part I do not do is have the students write PIRATES on their tests, but I think I am going to make a poster for the lab for next year based on the information I have gather this semester.  The steps to PIRATES are P for prepare to succeed by reviewing the test sections and figuring your allotted time.  I for inspect the instructions; I have the students circle or underline keys item in the directions.  R for read, remember, and reduce; read the whole questions and possible answers then reduce by marking out the choices that are not possible.  A is for answer or abandon; answer it if you know it or skip it if you do not. T for turn back; go back to the skipped answers and do your best. E for estimate the answers you are unsure of by using ACE; Avoid absolutes, Choose the longest and most detailed answer and Eliminate the identical possibilities. S in PIRATES is for Survey; check that all answers are answered and only change answers if you are sure they are wrong. I believe so much in this strategy that when teachers tell the students not to write on their test, I tell them to do it anyway or I make extra copies to turn back to the teacher.  If the test comes in a digital form I will often make paper copies so the student can write on them.
Hughes, C. A., Schumaker, J.B., Deshler, D.D., & Mercer, C. (1987). Test-taking strategy.  Lawrence, KS: Excel Enterprises.

University of Nebraska-Lincoln Cognitive strategy instruction: study skills retrieved April 26, 2011, from http://www.unl.edu/csi

Activity 5.3    
Helping Children with Executive Functioning Problems Turn In Their Homework by Joyce Cooper-Kahn and Laurie Dietzel (2008).                                                                                                                  I was interested in this article because I have a lot of students who struggle with executive functioning skills especially when it comes to homework. First step is to understand the point at which the problem occurs, and to consider what needs to be changed or added to the routine to get past it. The strategy may include instituting a home or school routine, or trying a different way to organize information. Cooper-Kahn and Dietzel (2008) recommend developing templates of repetitive procedures and photo charts for core classes. I often wrote a list of items for my own daughter who has ADHD when she was in school but I wish I had thought of a regular template.  Unfortunately in my school, setting up class routines take a bit longer since each subject has a separate teacher with different routines. When a general routine was suggested for all classes I received a lot of resistance. One of the tricks listed for the use of technology that often works well is for the students to send digital copies. A few of my students not only send copies to their teacher but also to me in case they need to be printed out for a hard copy and turned in that day. One strategy suggested was to link the desired behavior that a student forgets to do to an already established habit.

Parents as Study Partners: Building an Academic Partnership with Your Child by Alexandra Mayzler and Ana McGann (2010).                                                                                                                              I originally chose this article as a resource to give to parents, but as I read the article I think this would be useful for anyone who teaches high school students. The first section asks parents to remember what it was like to be in high school to help them relate to their child and what they may be going through. In my experience this has not been helpful. What children are expected to do in high school is far more demanding than when I was in high school and I was on a college-prep track.  I also find many parents, especially fathers, of students with disabilities who feel they got through it without any help and so will their kid. Beyond this first section the suggestions were very good.
     The section under family time discusses creating reasonable structure, limits and expectations. Mayzler and McGann (2010) recommends stressing to your child that they are working together as a team.  “It is important to have the whole family create mutually agreeable expectations, and to communicate these expectations (2010).” Stating what the consequences are if the expectations are not met and following through is needed to be successful. Families need to create a structured routine that includes dinner time. A wall calendar that shows upcoming family events and appointments is useful.
     Section two suggests establishing open communication. Establishing a “check-in” day with regular updates on school and extracurricular activities is a good beginning. Check-in must be judgment-free. If you are being critical they are less likely to be open. It is important that as the child matures that they start taking part in the decision-making process. Adults are used to telling kids what to do. I made this mistake with a junior when his mother and I decided it would be helpful to remove him from a class without asking him. He was very angry.  I had to apologize for not including him in the decision. When I work with students I let them decide what they need to work on after we discuss what they have to complete. As long as they are working I do not interfere with their choice but give assistance as needed.  If they make a mistake or a bad choice we discuss what they could have done differently. I also give freedom for the students to complain about a class as long as they are not demeaning a teacher. Often they just need to blow off stream. I then ask what they have control over.  Another suggestion the authors made to parents, I also do with my students, and that is informing them when I will be talking to a teacher. I first encourage them to advocate for themselves before I take this step. This includes seeking out resources and support and giving encouragement when they do. 
      The third section suggests creating mutual learning environments. As my children were growing up it was understood when someone had homework to do the television was not to be on including the adults. I always found homework got done a lot faster. I think children need to see adults working, studying and reading so they understand learning never ends. Since I have started this class I have shared my moments with my students both good and bad.
      The fourth section is helping with homework. Parents need to instruct their child were and how to find the answer and not just give it to them. You must also understand that your child may not learn the same way you do. I was in a parent conference when a parent was arguing about making their child annotate a book. The mother stated she could not annotate and comprehend at the same time so because of his disability he could not do that. When I asked the student where he was having problems we adjusted the strategy to include summaries at the end of the chapter and how he could annotate quotes. The mother was not happy that he still needed to do it. The father understood what we were trying to do and felt it would work since he often did that in his head. I also had a parent who verbally quizzed his son and could not understand why he was not doing well on tests because he knew the information.  I recommended another way to study the information using his preferred style and in the same format as the test (visual and written) and the student did better.
            LD Online retrieved on April 16, 2001, from http://ldonline.org/article/c656

Activity 5.4    Theo’s Gift                                                                                                                           In the opening scene of “Theo’s gift” Theo and his girlfriend are studying for a Greek mythology test for a college course.  Justine is asking Theo questions and he is verbally answering.  Theo’s dad comes in and quizzes him on the material.  Theo can correctly answer the questions about the character and the main concept of the story.  Based on this scene one would guess that Theo would do well on his test.
Theo returns home and is upset because he received a C on the test and doesn’t understand because he knew the material. His parents look at the first question of the test and do not understand why he missed it because it is obvious what the answer is. When the mother reads the question out, Theo did not understand what the question was asking.  Both of his parents think he was over confident and didn’t read the question thoroughly. He needs to be more careful and to work harder. Theo feels no one understands him or supports him.  He doesn’t even understand himself.  This is often the reaction of teachers, administration and families to tell students with disabilities to work harder or that they are just lazy.  A week ago a teacher of a students with a disability who was in her class and she was aware of having a disability told me “He is just lazy.” This is a student who is diagnosed with a bi-polar disorder and cycles about every three weeks. I fired back that I cannot imagine going through life feeling on top of the world for three weeks and then not wanting to do anything for three weeks and when you don’t get anything done for those three weeks you are so far behind that you cannot believe you can catch-up when you feel good again.
      When Theo and his parents meet with his college professor she states that Theo’s notes are incomplete and disorganized.  His writing has many structural and grammatical errors and when he is asked a question he often has a hard time finding the words.  Theo is tested and found out to have dyslexia. He starts a program to help with his dyslexia and he receives accommodations for the use of a tape recorder and someone to help him organize and review his notes.  Both Theo and his parents are happy to find out that he has dyslexia. A lot of my parents are relieved to finally find out that there is something that is causing the problem and that now there may be a way to help.         
     While the episode was good in showing you can have a learning disability and be successful, I did not like how they made it seem so easy to solve the problem. Beside Bill Cosby telling Rudy that it takes Theo five hours longer to study they made it look like Theo just takes a few classes for the dyslexia and uses his accommodations and he will start getting B+’s and everyone is happy.  I think this is unfair to the students who struggle with dyslexia. Most of my students with dyslexia who have graduated in the last ten years have gone on to be successful but they all had to go about it differently than most students. They often start at a junior college or take longer than 4 years.  They must work hard and learn to be strong advocates for themselves to be successful.
The Bill Cosby show.  Theo’s Gift, 6th season.  Retrieved on April 30, 2011 from http://www.you/ tube.com/watch?v=cwssN6ShJjg and http://www.youtube.com/watch?v=ZUOYvzTilp8&feature=related

Module 4 Math Difficulties and Disabilities

MODULE 4   MATH DIFFICULTIES AND DISABILITIES

      Far more students suffer with math difficulties than with a math disability.  Approximately 26% of students with learning disabilities exhibit problems in the area of math and about 6% of the overall population with a math disability (Lerner & Johns, 2009). The principles of effective mathematic instruction have been shown to be effective in helping students with math difficulties and disabilities. Effective mathematic instruction includes early number learning, progressing from the concrete to the abstract, providing opportunity for practice and review, generalizing the concepts and skills that have been learned and teaching mathematics vocabulary.

Lerner, J.W., & Johns, B.H., (2009).  Math difficulties. Learning disabilities and related mild disabilities (pp. 446-483). Belmont: Wadsworth, Cengage Learning.

 Math Vids Videos
      I looked at several videos on the website mathvids.com. The videos included adding negative numbers, introduction to geometry proofs, graphing linear equations in algebra I and tutorials on the basic functions of a T-84 calculator. In comparing the videos to the effective principles of mathematic instruction I found a lot lacking. Most of the videos were for higher level math that are past the basics of number learning and used little concrete to abstract learning. The video on adding negative numbers was the best in providing an example in the concrete and the abstract together. It also provided practice and review on several different problems and repeatedly used the vocabulary needed for this lesson. I would have liked to have seen the vocabulary written as well as verbally presented. One algebra video did show two ways to do the same problems. While most videos only demonstrated doing one problem the videos can be replayed until you understand all of the steps. Many of our math teachers use the videos that are provided with the e-books our students use. The head of the math department also video tapes his lesson on his smart board and places it on Edline for the students to access from home in case they have questions when doing their homework or are out sick for the day. He will also color code the different steps. I find I use websites such as mathvids.com for a tutorial when helping students in the lab.

Math Vids Videos retrieved on April 1, 2001 from http://www.mathvids.com/

IRIS

1. High-Quality Math Instruction
      The components of high-quality math instruction include a standard-based curriculum and evidence-based instructional strategies. A standard-based curriculum must contain the content skills believed important for students to learn. The National Council of Teacher of Mathematics (NCTM) has set the principles and standards for schools in mathematics in the United States. There is a national movement to use the Common Core State Standards that are easier to use for daily lesson planning and assessment. Texas presently does not use the Common Core State Standards.
      Evidenced-based instructional strategies are strategies proven though research to be effective in teaching students math skills and concepts. Both standard-based curriculum and evidenced-based instructional strategies should be implemented with fidelity to be successful. 

2. NCTM Standards
      The NCTM standards are focused on essential mathematical concepts that are organized and integrated. These concepts build knowledge and understanding across grade levels.
The standard concepts or the knowledge we hope to acquire, include numbers and operations, algebra, geometry, measurement, and data analysis and probability. Process standards are the way we learn and use knowledge such as problem solving, reasoning and proof, communication, connections, and representations. All five content and process standards should be taught at each grade level but the emphasis will vary across grade levels.

Video Analysis
      Evidenced based teaching strategies include explicit or direct instruction, peer tutoring and cooperative learning. In the video the students are using a cooperative learning strategy.  Cooperative learning involves working in small mixed ability groups. Cooperative learning shows greater motivation, increased time on task, and improved self-esteem. Effective teaching practices in the video included student discussions on how to find the area. The students presented and compared multiple solutions. The students were also using a manipulative by having the design on the board. The teacher came over and then assesses their understanding by letting them discuss their solutions and how they got them. Student discussions and compared multiple solutions give students an output to verbalize their thinking processes in understanding a concept. The board manipulative gives a concrete element to an abstract problem and the teacher assessing their understanding by asking questions all help to build conceptual understanding.
      While I do not teach a math class I do coordinate with the two teachers who teach our basic math courses for students with math difficulties and disabilities, I coordinate with them by sharing information, strategies, and resources. These are also principles, concepts and strategies I can use in the resource room.

The Iris Center for Training Enhancement (2010).  High quality math instruction: what teachers should know. Retrieved April 1, 2011from http://Iris.peabody.vanderbilt.edu/math/chalcycle.htm

Dyscalculia: Readings for Module 4
       Language of Math by Marilyn Burns (Burns, 2006): I was very interested in reading this article. Many of my middle school and high school students struggle with the vocabulary of math. It is vocabulary they do not use every day and it is used in isolation. Students often know how to do the problems once they are given an example, but when they just read the directions incorporating math terms without an example they are often lost. Burns gave some great points in teaching mathematic vocabulary.  First students must understand the concepts before they can understand the language. Student need to see vocabulary written so classrooms should display charts and students should keep their own list at home. Teacher need to associate the symbol to the words by pointing to the symbol and saying the word. When students discuss and present ideas they need to use the appropriate vocabulary.

Burns, M. (2006). Language of math. Instructor, 41-43.

     In Redoing the Numbers: Secondary Math for a Postsecondary Work World (Woodward, 1999), Woodward states “Students need to learn how to manage information, communicate with others, and use technology appropriately. They need to know math, but they need to know much more.”  Through the Workplace Literacy Project students were freed from the traditional paper-and-pencil-skills involving worksheets and their efforts were placed on conceptual understanding, application, and written and oral communication. The students used technology such as fraction calculators and excel spreadsheets, to do a lot of the tasks. I personally loved this article.  I would like to see an upper level math class for students to collect data, analyze it, and present their results. Real life mathematics!

Woodward, J. (1999). Redoing the numbers: secondary math for a postsecondary work world.  The Counsel for Exceptional Children, 31, 74-79.


      In Teaching Students Math Problem-Solving through Graphic Representations, Asha Jitendra uses problem schemata identification and representation instruction to help students with math learning difficulties become effective problem solvers. First by using diagrams, students identify the story (word problem), the situation of change, and the group or compare situations. Phase two involves selecting and applying the appropriate math operation, by first identifying the whole or total. Students then memorize the rules using self-instruction sheets by scaffolding until they become independent. Schemata diagrams are also removed once students are proficient.  While I have color coded and used mnemonics and arrows I have not used diagrams in math except in geometry. It is something worth trying especially with the middle school students.

Jitendra, A. (2022). Teaching students with math problem-solving through graphic  representations. Council for Exceptional Children, 34, 34-38.


     Learning Estimation and Other Advanced Mathematics Concepts in an Inclusive Class by Kathleen Mittag and Anthony Van Reusen and Connecting Math and Science for All Students by John Cawley give wonder ways of teaching math concepts through classroom activities. These activities are hand-on, systematic, linked to prior learning, and real-life problems that have been shown to be highly effective. While these are activities I would not be using in the resource room I will give them to math teachers for additional strategies and teaching techniques.

Mittag, K.C., & Van Reusen, A. K. (1999). Learning estimation and other advanced mathematics  concepts in an inclusive class. Teaching Exceptional Children, 31, 66-72.

Module 3: Literacy

Case Study
Written Expression: Grades 2-5 Level C-Case 1
Terrence
Age: 10.2 Grade: 5

 

1. Instructional Goal:

Terrance will write a persuasive essay first by identifying his audience, defining his goal/argument, and organizing his supporting details in a logical sequence.

 

2. Strategies Recommended:
Planning/Organizing strategy:  
STOP and DARE is a strategy to help plan and organize persuasive essays that involves the use of two mnemonics.  STOP helps with planning and organizing and DARE is a  reminder to use the components of a good essay.
Revising strategy:  SCAN (explained below in SRSD)

 

3.  Rationale: 

Terrence has terrific ideas but does not organize his thoughts and ideas in a  coherent manner.  Terrence demonstrates good transcription skills of spelling, handwriting, and use of grammar. STOP and DARE works well with self-regulation strategies that would be beneficial to Terrence since he has a positive attitude toward school and wants to do better. SCAN revising strategy checks for clarity in writing, a  major concern with Terrence’s writing.

 

3. The six-step SRSD model to teaching Terrence SCAN to improve his writing skills.
 Stage 1 Background Knowledge/Evaluate skills
The teacher will evaluate Terrence’s skills: It is known that Terrance has strong ideas. He demonstrates good transcription skills of spelling, handwriting, and use of grammar. He lacks organization.

 

 Stage 2 Discuss the Strategy

The teacher will talk to Terrence about the need to identify and state the goal(s) or opinion of his essay, identify his audience, and organize his thoughts to support the goal.

 

 Stage 3 Model SCAN

The teacher will model the six steps of SCAN:
1. Read the essay
2. Identify the sentence that tells the opinion or belief. Is if clearly written?
3. Give two reasons why you believe the opinion or goal?
4. SCAN each sentence
       S=Does it make sense
      C=Is it connected to my belief?
      A=Can you add more?
      N=Note errors? 
5. Make necessary changes

6. Reread and make additional changes

 Stage 4 Memorize the Strategy (the six steps of SCAN)

 Stage 5 Use the Strategy Together
The teacher and the student use the strategy together while checking a paper.

 

 Stage 6 Independent Performance
Terrence independently uses the strategy and generalizes it to other situations.

 

Resources
Lienemann, T., Reid, R., & the IRIS Center. (n.d.). Written expression: Grades 2-5.  Retrieved March 11, 2011 from  http://iris.peabody.vanderbilt.edu/instructors/guides/case_studies/ICS-013.pdf.

Module 2.3

Module 2.3  

 PBS Misunderstood Minds

Experiences of different learning disabilities:

            The introduction to learning disabilities involved activities demonstrating the experience of students with visual, auditory and attention problems. While I attempted the activities I became frustrated that I did not have enough time to complete the task. I would then repeat the task hoping I would do better the second or third time, but I did not always improve with the increased efforts which only lead to further frustration.

Attention: Basics, Difficulties and Responses

            Attention is an elaborate neurocognitive process that involves categorizing and organizing all of the stimuli around us while deciding what is important to focus on. While it has been described as a lack of attention it may actually involve the duration of attention to the task at hand. There is not the right amount of time given (too much or too little) to the task. Three patterns of behavior are indicators of ADHD; inattention, hyperactivity, and impulsivity. Since all people experience a lack of attention at times the patterns of behavior must first appear before the age of seven, continue for six months, and cause problems in two areas involving either school, home, work, or social settings. Dr. Mel Levine sees attention as involving three control systems: mental energy that controls the energy supply, processing that selects, prepares and interprets information, and production that controls the student output. Some students may demonstrate problems in all systems or strengths and weaknesses between the systems.

            The mental energy system has four controls; alertness, sleep and arousal balance, mental effort, and performance consistency that all help regulate and distribute the energy to focus on a task and help control behavior. The processing system involves five controls; saliency determination (selecting what is important to focus on is); depth and detail of processing; cognitive activation (tying new information to prior knowledge); focal maintenance; and satisfaction control. The production system involves previewing; facilitation and inhibition (the ability to exercise restraint); pacing or speed of tasks; self-monitoring; and reinforceability (using previous experience to guide current behavior and tasks).

            Little in known of the cause of ADHD, but it is believed to be caused by chemical or structural problems in the brain due to environmental toxins, drugs, and genetics. It is important to create collaboration between the home and school. As the child gets older it is also important to build collaboration and a support system for them at school. I have found at the high school level that the child needs to takes “ownership” of their disability. The student needs to be able to say, “I have ADHD and these are my strengths and weaknesses and this is what I need to do to help myself.” They also need a lot of encouragement reminding them they can do it. There are many possible strategies for student with ADHD most using alternative approaches to learning.  Finding the best strategies involves observing a child and identifying their strengths and weaknesses and as Dr. Levine describes it, understanding their control systems.

Reading: Basics, Difficulties and Responses

            Reading is a complex task that involves several processes. Reading difficulties begins with a breakdown in one of the physical, neurological or cognitive processes. Since so many processes are involved in reading, finding the problem can be difficult. Reading is sequential and involves decoding, comprehension, and retention. A child must be able to decode words automatically to read fluently. When one reads fluently, they can focus on the meaning of whole

words and sentences. When one understands what they have read they can organize and summarize their understanding with their prior knowledge and store it for future use.

            Eighty-five percent of learning disabilities are in language and reading. While reading problems are neurological and will not go away, strategies can be taught. The earlier the intervention(s) is implemented the more likely a child can learn to read on grade level.

Writing: Basics, Difficulties and Responses

            Writing is a sequential process that requires combining physical and cognitive processes. Writing disabilities not only involve difficulties in writing down what one knows but also in note taking and other skills needed to keep up with the pace of the classroom. Dr. Levine breaks writing into six stages by age of development. The first stage, imitation occurs around kindergarten and first grade, a child pretends to write, starts to understand organization of letters in a line, and begins developing fine motor skills. At stage two, graphic presentation, occurring around first and second grade, a child can print letters, is aware of their appearance and compares it to others, and uses invented spelling. In progressive incorporation, stage three occurring in late second to fourth grade, a child writes about their experiences without planning. They begin writing in cursive, revising their work and understanding the rules of capitalization, punctuation, syntax and grammar. Fourth through seventh grade includes the fourth phase, automatization, where the child can apply rules of spelling, and punctuation, write at the level of their speech, review and assess their own writing, and write in stages by incorporating outlines and doing multiple revisions. Stage five called elaboration, around seventh to ninth grade, students can express their viewpoint and begin writing about problem solving using their own thoughts and  ideas from more than one source, they will now use transitional words and can write at a level that may exceed their own speech. The last stage, personalization-diversification, from ninth and beyond, students can write in different styles, write more creatively, vary length and complexity of sentences, increase vocabulary use and develop their own style.

            Neurodevelopmental functions needed for writing involve graphomotor skills, attention, language, memory, and high-order cognition. Difficulties can be caused by a variety of things. 

Most strategies involve alternative approaches and repetitive attempts and practice.  I have found with more severe problems and with older children assistive technology, such as a computer, is a god-send. One of my students, a great cartoonist, is also dysgraphic. While he can draw he finds writing difficult. Another student who struggled even on a computer took up the guitar to improve his motor skills.  

Math: Basics, Difficulties and Responses

            The neurological functions involved in math include memory, language, attention, temporal-sequential ordering, high-order cognition and spatial ordering. While it is believed you either know math or you do not, many students have strengths in some areas and weaknesses in others. Math requires some skills in sequence, others are independent. Since math is not necessarily learned in a sequence, a natural development is difficult to chart making math difficulties even harder to diagnosis.

            Expects believe math disabilities occur within five different skill types. These deficits can be independent of each other or in combination. The first is incomplete mastery of number facts.  It is important for a student to be efficient in their math facts to advance to higher levels. Computational weakness involves having a good understanding of concepts but errors are made in computing. Difficulty transferring knowledge is the inability to connect the abstract and conceptual aspects of math. Making connections is the inability to comprehend the relationship between numbers and the quantities they represent. If a student has not made the connection it makes it harder for them to recall the information and to apply it in new situations. Incomplete understanding of the language of math involves knowing language that is often not heard outside of math classrooms and showing difficultly following spoken and written instructions found in word problems. Difficulty comprehending the visual and spatial aspects and perceptual difficulties is the inability to visualize math concepts effectively. Although this is rare it is probably the most severe of the math disabilities.

            Strategies for a student with math disabilities often use alternative approaches to learning materials. Checking work can help as well as using research-based methods designed to strengthen specific weaknesses.

Thoughts:

            I found the website Misunderstood Minds easy to use, full of information for professionals, teachers, parents and students. Even though I have done simulations of learning disabilities before, I found these enjoyable, enlightening and frustrating (something our students go through daily).

Public Broadcasting Systems (PBS). Misunderstood Minds retrieved February 23, 2011 from             http://www.pbs.org/wgbh/misunderstoodminds/intro.html.

LD Online

            A learning disability is a neurological disorder that can not be cured and will last throughout ones lifetime. One out of every seven Americans has a learning disability and they often run in families. Eighty percent of people with learning disabilities have difficulties in reading. With support and intervention children can learn strategies to be successful in school and later in careers.

            There are five common learning disabilities. Dyslexia, a language-based disability; dyscalculia, a mathematical disability; dysgraphia, a writing disability; auditory and visual processing disorder, a sensory disability in which a person has problems understanding language; and non-verbal learning disabilities, involving our executive functioning skills.

            When a question arises that a child is having difficulties it is usually due to atypical developmental milestones. Children generally meet certain milestones in cognition, language, motor coordination, social interaction, and adaptive behavior. There are differences in the rate that students reach these milestones and often they will show strengths and weaknesses in different areas. Cultural and environmental factors may also play a part in determining if a milestone is developmentally achieved or not. A parent or teacher usually becomes concerned when there are marked differences in the time at which skills emerge, the sequence in which the skill emerges, and/or the quality of the skill level and how it affects the student’s overall functioning.

            If the parent or teacher suspects problems they should be careful in recording the dates and times of the occurrence, duration and frequency of the behavior, the type of activity involved, the setting the activity was in, and the students interaction with their peers and others.

Thoughts:

            I loved this website. It is full of current articles, recommended books, links to topics and a question and answer section. While I find a lot of sites are geared more for the younger child I found great information and advice for high schools such as taking the SAT and assisting students with foreign language issues. I also enjoyed the different video stories about how people’s life has been effected living with a learning disability. 

http://www.ldonline.org/ldbasics.

Module 2.2 Using Learning Strategies Instruction to Enhance Student Learning

Module 2.2 Using Learning Strategies Instruction to Enhance Student Learning

1. Strategies

Strategies help students perform tasks more quickly and efficiently.  Strategies have been proven to help student performance. When students are efficient they complete assignments in a timely manner and demonstrate fluency in tasks and thought. When student perform well they have higher self-esteem and confidence. Not all children can develop their own learning strategies and must be taught them.

2. Strategic Learners Characteristics

Strategic learners are able to analyze a problem and develop a plan to solve it.  They can organize multiple goals and switch between simple and complex tasks.  When tasks get difficult strategic learners can develop new strategies on their own to complete the task.  Strategic learners have effective self-regulation strategies, can review their goals and determine if their goals have been met.  Strategic learners understand that hard work produces good results and higher grades.

Non-Strategic Learners Characteristics

Non-strategic learners are impulsive, unorganized and have difficulty knowing where to begin.  They show problems with focusing and memory.  Non-strategic learners cannot break larger task into smaller steps.  Everything is a mountain for them.  They become easily frustrated, feel like a failure and have more anxiety than strategic learners. When things become difficult non-strategic learners lack the persistence to work through it.  They see their failures as a result of factors outside themselves that are due to uncontrollable factors such as luck or under someone else’s control (i.e. the test was too hard and not I needed to study more).

3.  Important Aspects of the Six Stages of Self-Regulated Strategy Development (SRSD).   

            Each stage has other aspects but these are the most important aspects of each stage.  Stage three and stage five are the most important stages of the six.

            Stage One. The teacher needs to develop background knowledge on the students by assessing and understanding the student’s ability level to complete the task. A task can not be too easy or too difficult for a student.

            Stage Two.  The teacher discusses the strategy(s) with the students so they understand how and when to use the strategy(s). If a strategy is not used at the right time or the right situation the strategy will not be successful and the student will not use it.

            Stage Three. The teacher models the strategy for the student. Students need to understand how the strategy works in this given situation.

            Stage Four.  The teacher helps the student memorize the strategy. Students need to memorize the strategy so it becomes automatic and fluent.

            Stage Five. The teacher supports the student by offering positive feedback and then fading support until independent.  The goal is for a student to learn a strategy and be independent.

            Stage Six. The teacher provides practice to establish independence to maintain the strategy and to generalize to other activities.

4. Introducing the Self-Regulation Strategies, an Alternative Way

 While the teacher in the story started with setting a goal, you could start by introducing the class to positive statements and make it the theme of the class to always be positive. The students should also be taught to use resources around them by discussing in class what a student does if they run into difficulty, such as, repeating the steps, and raising your hand to ask a question. Once the goal and the steps to completing the goal are modeled by the teacher a written copy of the goal with each step listed can be given to the students.  Every time they reach or complete a step the students can check off the step (self-monitoring) and the teacher can give positive reinforcement by placing a star on a step completed well.  If a step is skipped or completed incorrectly the student should be encouraged to go back and repeat/complete the step. Positive re-enforcement should be given to each student when they reach the goal.  The goal can even be a class goal so students who naturally do well can encourage those who may need more assistance.  Steps along the goal can be adjusted if possible depending on the task for each child’s ability and level. After a student completes a goal they need to go back and check their steps and verbalize what they did well (steps with stars) and what steps they may need to work on. The goal and steps can be repeated each time and the student can monitor their process by counting the stars. 

The IRIS Center for Training Enhancements.(n.d.). Using learning strategies: Instruction to enhance student learning. Retrieved on Feb 16, 2011 from http://iris.peabody.vanderbilt.edu/srs/chalcycle.htm

Cognitive Learning Theories 2.1

DEVELOPMENTAL PSYCHOLOGY

IMPORTANT CHARACTERISTICS

-Maturation of cognitive skills follows a sequential progression.

-“Maturation lags” 

-Developmental variations

-Cognitive growth occurs in series invariant and interdependent stages.

EXAMPLES FROM CLASSROOM

Stage 1: Exposure: Teacher gives lesson on noun phrases.

Stage 2: Grasping the knowledge: Student practices identifying noun phrases in sentences.

Stage 3: Independence: Student writes a noun phrase.

Stage 4: Application: Student uses noun phrases when writing a paragraph

 

BEHAVIORAL PSYCHOLOGY

  

IMPORTANT CHARACTERISTICS

-Behavioral unit with antecedent event (stimulus), target behavior, and consequent event (reinforcement).

-Analyze task to determine sub skills. Place sub skills in order and sequence.

-Direct instruction/Explicit instruction.

Lesson: Write a 5 paragraph essay about your favorite place.

EXAMPLES FROM CLASSROOM

Step 1: Teach how to write an introductory paragraph. Student writes an introductory paragraph.

Step 2: Identify 3 points of why this is your favorite place.  Write a paragraph on each point.

Step 3: Teach how to write a concluding paragraphs. Student writes a concluding paragraph.

Step 4: Praise and give positive reinforcement at each step.

 

COGNITIVE PSYCHOLOGY

IMPORTANT CHARACTERISTICS

-Cognitive processing of executive functioning, social perception, working memory, self-monitoring and  metacognition.

-Learn concepts of problem-solving skills, complex concepts, and how to organize information (metacognition)

EXAMPLES FROM CLASSROOM

Activity: Students will develop a graphic organizer on Urbanization in the late 1800’s in the U.S.

1. Teacher will ask students to write down all they know about Urbanization in the late 1800’s.

2. In small groups, students will combine information, research, and discussion information. Teacher will   guide discussions.

3. Students create a graphic organizer.

Theories of Learning 2.1

Theories of Learning          I have a kid who…..questions.           Chapter 5

1. If you were the principal, how would you answer the charge that is not fair that the students with learning disabilities had help studying for the test by the resource teacher?

                  All students were given the opportunity to study for the exam and they were not limited in asking each other for help. Everyone made a choice “how” they studied for the exam.

2. What role do you think motivation played in doing well in the test?

                  Motivation was a key element in the students’ success.  They were motivated to do well on the test because they liked Mr. Keene and his class.  Ms. Weiss, the resource teacher, also made it fun for the students to learn the material by braking it down into smaller parts, having group discussions, quizzing each other with made up questions from the material and by acting it out. By having fun and interesting activities the student stayed motivated to learn the material.

3. What strategies from this chapter did Ms. Weiss use in her teaching?

                  Ms. Weiss used several different strategies. The students first were active learners. Ms. Weiss used social interaction learning by having the students act out parts of the material.  Interactive dialogues were used when the students discussed the charts and pictures in the chapter, and when they wrote their own questions from the materials and quizzed each other. Ms. Weiss also taught strategies intervention skills by showing the students different ways to study the material.