Chapter+13-+Teaching+Learning+Strategies,+Content,+and+Study+Skills

Weekly Questions

[|Chapter 13 Diagram]

Chapter 13 Activities

= Acquisition and Generalization of Skills and Strategies =

= Acquisition and Generalization of Skills and Strategies (cont ’ d)  =

8. Practice should __begin__ with controlled guided practice and conclude with advanced independent practice.
== 9. A measurement system should __provide ongoing information__ that will demonstrate to the student and the teacher that the strategy is being learned and used and that the demands of the setting are being met. ==

10. Though generalization should be __promoted throughout__ the strategy acquisition process, specific efforts to promote generalization should follow strategy acquisition.
= Content Instruction = = Content Instruction (cont ’ d)  =
 * == In most educational programs, adolescents with learning problems spend the majority of their school day in general education classes. ==
 * == The general education teacher must individualize and modify instruction to accommodate the needs of students with learning problems. ==
 * == The accommodations requested from special educators may include altering either how content should be delivered or evaluated or the nature or quantity of the the content that the teacher expects students to master. ==
 * == Inclusion teachers use numerous __instructional__ __alternatives__ to help these students, often referred to as: ==
 * === Accommodation techniques ===
 * === Compensatory techniques ===
 * === Instructional adaptations ===

= Types of Content Enhancements =

= (Hudson, Lignugaris-Kraft, and Miller 1993) =

7. Peer-mediated instruction- involves the use of classmatesto teach one another
= Suggestions for Improving Test Performance =


 * == Give frequent, timed mini-tests. So that testing is not such an isolated, anxiety-provoking situation. ==


 * == Use alternative response forms when existing formats appear to hinder student expression ==


 * == Multiple choice alternatives include using yes or no questions, reducing the number of choices, providing more information from which to make a choice and using matching items ==


 * == Short answer alternatives include providing a list of facts and information to use in the answer, allowing the student to list information or choose from several prepared short answers, using the cloze technique in prepared paragraphs and scrambling information to be arranged ==


 * == Essay alternatives include providing a partial outline for the student to complete, allowing the student to tape answers, noting important points to be included in the response, and using take home tests ==


 * == Provide a tape of the test items in addition to the written tests. Tapes allow students to hear instructions and items as well as read them ==


 * == Leave ample white space between test questions, and underline key words in the directions and test items ==


 * == Provide test-study guides that feature various answer formats. ==


 * == Provide additional time for the student who writes slowly, or use test items that require minimal writing. Oral tests also may be given and the answers recorded on tape. ==

= Recall Study Skills = Rehearsing notes, rehearsing outlines, rehearsing discussion, rehearsing demonstrations F (form a word) I (insert extra letters) R (rearrange first letters to make a mnemonic) S (shape sentence to form mnemonic) T (try combinations of first four steps) = Expression Study Skills = Identify vocabulary terms S (schedule your time) C (look for clue words) O (omit difficult questions) R (read carefully) E (estimate your answers) P (prepare to succeed) I (inspect the instructions) R (read, remember, reduce) A (answer or abandon) T (turn back) E (estimate) S (survey) D (decide on goals and theme) E (estimate main ideas and details) F (figure best order) E (express theme) N ( note each main idea) D (drive home message in last sentence) S (search for errors) S (set editing goals) E (examine your essay) A (ask yourself if message is clear) R (reveal picky errors) C (copy over neatly) H (have last look for errors) T (talk with pleasant voice) A (act confident and make eye contact) L ( look at the audience) K (keep pleasant facial expression) S (stand with straight body posture)
 * == Activities for developing study-rehearsal skills ==
 * == Activities for developing mnemonic devices ==
 * == Activities for developing test-taking skills ==
 * == Activities for developing written expression skills ==
 * == Activities for developing oral presentation skills ==

Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)