Effective Teaching Strategies For Students With Learning Disabilities – Have you ever told your students to study for a test? Did you really teach them how to read?
It turns out that reading can be taught. And two psychologists, Yana Weinstein and Megan Smith (whose names have been changed to Sommeraki for this post), have made it their mission to teach people how to read better. On their new website, Learning Scientists, they use infographics and videos to share ideas and other insights into how we learn.
Effective Teaching Strategies For Students With Learning Disabilities
Here we will explore six research-based learning strategies that Weinstein and Smith teach on their website. If we can incorporate these methods into our teaching, and teach students how to use them themselves, our students will be able to remember our material.
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A final note before the review: Although graded assignments and work-based learning allow students to demonstrate what they know with greater depth and quality, many content areas still need to measure some learning through testing. When you teach such subjects, these six strategies will help your students perform better on the test and retain the information long after the test is over.
Many students wait until the night before the exam to study. Similarly, teachers often wait until the day of the exam to review. When students do well on a test, they show they have learned the material. But after a few weeks, most of these information disappeared from the minds of the students. For more lasting learning, studies should be done in less time.
“Every time you leave a blank space, you forget some information and have to read it again,” Weinstein said. This forgetfulness actually helps to strengthen the memory. “It’s something new, but you have to forget a little to help yourself learn by reminding yourself.”
Teachers can help students use this strategy by helping students create a study calendar to plan how they will review the material, and setting aside small portions of class time each day for review. In any case, be prepared to combine current ideas with what you have already learned: many teachers see this as “cracking.”
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Many people think of “studying” as just rereading notes, textbooks, or other things. But having information in front of us does not force us to retrieve it from memory. Instead, it allows us to trick ourselves into thinking we know something. Recalling information without supporting material helps us to learn it better.
“Put your class materials away, and write or maybe draw or say everything you know and try to be as specific as possible, and then check your materials for accuracy,” Smith said. “You’re bringing information into you almost as if you’re testing yourself. Although it can be a practice test, it doesn’t have to be. You can review and explain what you know, or teach everything you learned in school to a friend or an animal or even an inanimate object. By bringing this information, you will change the way you store information so that you can access it later.”
Teach students how to recover in class: Ask them to turn off their devices, put away all their notes and books, and ask them to write down everything they know about a word, a topic, or an idea. thought. share. When the exercise is done, ask students to check their understanding by reviewing their material and discussing the misconceptions in class. After learning how to do this at school, they can use it at home.
This method requires students to move beyond simple recall of information and begin to make connections within the content. Students should ask themselves open-ended questions about the material, answer in as much detail as possible, and then review the material to make sure they understand it correctly.
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Teachers can implement this strategy with brief class discussions that explore these types of questions and ask students to clarify their lesson plans.
Common sense tells us that to learn a skill, you have to keep repeating it. While repetition is important, research shows that if we combine our practice with other skills, we will learn that skill more effectively. This is called interleaving.
“Let’s say you’re doing a bunch of math problems,” Weinstein said. “What’s better is … five of the same problems, or 10 of the same problems. “Instead, try different problems in different programs.” So when students are learning to calculate the area of a triangle, instead of doing 20 problems with triangles, they should do one with a triangle, then one with a circle, then one with a triangle, and then one with a square.
“The thing about it is that it’s harder,” Weinstein said. Therefore, they will make more mistakes, they will make more mistakes, but they will also learn something important, namely how to choose a special strategy for each problem, as opposed to doing the same thing over and over again. “
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When preparing exercises for students, resist the temptation to have them repeat the same pattern several times in a row. Instead, have them do a few of the new steps, and then weave in some skills, to break repetitive behavior and force students to think critically. Explain this strategy to the students so that they can use the links for their reading.
Many teachers are currently using this technique in their teaching. This is a natural part of expressing a new idea. But what we don’t necessarily do is help students expand their understanding by providing examples of their own. Here’s how Weinstein and Smith explain the benefits of using specific examples as analytical exercises:
Teachers can use this technique by using concrete examples when teaching interesting concepts, then asking students to come up with their own examples, correcting any examples (or parts of examples) that are incorrect. . Encourage students to continue this activity as they study.
When information is presented to us, it is often accompanied by some form of visualization: a picture, a diagram or graph, or a graphic organizer. When students read, they should pay attention to these pictures and connect them to the text by explaining their meaning in their own words. After that, students can create their own vision of what they are learning. This process reinforces ideas in the brain in two different ways, making it easier to retrieve them in the future.
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“And when we say visuals, we don’t necessarily mean anything specific, so it depends on the type of material,” Smith said. You can have infographics, comic strips, charts, graphic organizers, timelines, whatever makes sense to you, as long as you show the information in words and pictures.
“It’s not just for students who are good at drawing,” Weinstein added. “It’s not about the quality of the painting, it really just has to be a visual representation because you can picture it.”
In the classroom, regularly draw students’ attention to visual images used in textbooks, websites, and even in your slideshows. Ask students to compare the visuals to each other and make connections to what you are learning. Then have students create their own visuals of the items to reinforce it. Remind students to include planning, drawing, and creating graphic organizers when studying at home.
Combine them. These strategies do not necessarily work in isolation. You can take out your retrieval practice, and try to remember specific examples, specifics, or draw ideas as you try to retrieve them. When working on a resume, you may encounter a conflict between different ideas.
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Put them in your classroom dictionary. If you use only these techniques in your teaching, you will see improvement. But if you actually explain the research to students, teach them the terms, and use those terms when you teach—”Okay, we’ll take a few minutes to bring them back”—students will not only get more I don’t understand your reason. They do the same thing you do, but they can take those skills with them in future classes.
The Learning Scientists site is full of useful information about how people learn, and more are added every week. For more information, visit learnscientists.org and click the image below to download this free chart and other resources about logic.
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