Chapter 10 (Friend)

Chapter 10    strategies for independent learning

-self-advocacy – extent to which a student has an accurate perception of his or her learning strengths, learning needs, and ability to use strategies to learn independently

-learning strategies – techniques, principles, or rules that enable a student to solve problems and complete tasks independently   http://www.dartmouth.edu/~acskills/success/index.html

-How can you effectively teach independent learning strategies in class? http://ilearn.20m.com/research/zuinde.htm

     Assess current strategy use

     Clarify expectations

     Demonstrate strategy use

     Encourage students to Memorize strategy steps

     Provide Guided and Independent Practice

             Controlled materials – instructional materials at the student’s reading level, of high interest and free of complex vocabulary and concepts, often used while teaching students a learning strategy.

      Administer Posttests

-Word identification and reading fluency strategies

           - identifying words in textbook reading

           - W (widen your eye span) A (Avoid skip-backs)  R (Read silently)  F (Flex your reading rate)

-Reading comprehension strategies

            - S (survey) C (Connect) R (Read) O (outline) L (Look back)

           - P (Preview) A (Ask) R (Read) S (Summarize)

           - C (who are the characters?) A (What is the aim of the story?) P (What problem happens?) S (How is the problem solved?)

           -S (set it up) L (Look ahead through the chapter) C (comprehend) K (Keep it together)

          - P (Predict ideas) O (Organize the ideas) S (Search for the structure) S (Summarize the main ideas) E (Evaluate your understanding)

-Reciprocal teaching – teaching students to comprehend reading material by providing then with a teacher and peer models of thinking behavior and then allowing them to practice these thinking behaviors with their peers. http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk38.htm

-Listening and Note Taking Strategies

           -Give me five (eyes, mouth, body, hands, ears)

          - T (think) A (Ask why) L (Listen for what?) S (Say to self)

-Writing strategies

           -P (Planning) O (organizing) W (writing) E (Editing) R (revising)

                         Pattern guide- a graphic organizer designed to help students organize their written papers.

                        Peer editing – component of student writing in which students review, evaluate, and provide feedback to each other about their written work

          -T (tell what you like) A (ask questions) G (give suggestions)

-Strategies for managing time http://www.greatbay.edu/pdf/fye/time_faculty_fye.pdf

             1. teach students to differentiate between short- and long-term assignments

              2. teach students to task analyze long-term tasks

              3.show students how to record information in their schedule books

-self-instruction- strategy in which students are taught to talk themselves through taks

-self-monitoring- strategy in which students are taught to check whether they have performed targeted behaviors

-self-questioning- strategy in which students are taught to guide their performance by asking themselves relevant questions