MADISON PUBLIC SCHOOLS
Learning Strategies
Authored by: Mary Beth Gabel and Chris Kenny
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
MODULE ONE
I. OVERVIEW AND RATIONAL OF MODULE ONE
The first module is centered on organizational strategies and time management skills. This section was
chosen as the first module since organization and time management are two areas in which students with
special needs have difficulty. If students, especially at the ninth grade level, are equipped with the necessary
skills for organizing their notes and course material and with scheduling study time and social time, they will
have a better time adjusting to the rigors of high school academics. Students will learn how to use assignment
pads, calendars, checklists/to-do lists to manage their time. Additionally, they will learn notebook
organizational strategies to keep them on track for the school year.
II. NEW JERSEY CORE CURRICULUM CONTENT STANDARDS
STANDARD 9.1 (Career and Technical Education) All students will develop awareness and planning,
employability skills, and foundational knowledge necessary for success in the workplace.
STANDARD 9.2 (Consumer, Family, and Life Skills) All students will demonstrate critical life skills in order
to be functional members of society.
STANDARD 3.3 (Speaking) All students will speak in clear, concise, organized language that varies in
content and form for different audiences and purposes.
STANDARD 3.4 (Listening) All students will listen actively to information from a variety of sources in a
variety of situations.
STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content
and form for different audiences and purposes.
III. STRATEGIES
A. The teacher may ask students to list on the board reasons why homework does not get done or why
students may experience a “time trap”. After the teacher and students review the list, students will
begin to realize how that finishing work is within their control with the proper time management skills
B. Students will fill out a daily schedule detailing how they spend their time hour by hour.
C. Students will realize that they are responsible for making time for school work, activities, and other
responsibilities. They should plot these items on their day planner at the times they work best (right
after school, after dinner, early morning, etc.)
D. The teacher may demonstrate a sample monthly calendar on the overhead as a guide for student
calendars.
E. Students should spend class time setting up their planners and a monthly calendar. They should
include weekly and monthly due dates, time lines, social obligations and activities. A copy of the
monthly calendar can be sent home to the student’s parents for review. It can be displayed on the
refrigerator, in the child’s room, or at another highly visible place so that it keeps the students on
track. The teacher should also retain a copy and keep it in a class binder or folder.
F. In the assignment pad the teacher should demonstrate how students should put together daily lists.
Students should prioritize assignments/tasks and assign each a number of priority (i.e. save a long
reading assignment for before dinner, work on short math sheet during study hall, etc.).
G. The teacher should emphasize that students should always work from a list, organize their lists and
rank priorities and commit to a time management style that they like (morning, after school, after
dinner, etc.)
H. The students and teacher should spend a class session discussing ideal learning environments and
how/where students study and complete homework best. This information should be kept in the
student’s class folder.
I. The teacher may suggest that students have a different colored folder for each class. The teacher may
wish to assign “class colors” for each folder (example, all science papers go in the green folder, all
history in the red, etc.) Otherwise, folders should be clearly labeled for student access. The teacher
may wish to have a demonstration binder as a visual.
J. The teacher should instruct students of how to set up their notebook pages with headings. Headings
should include the date, unit of study, chapter number or title. The teacher may wish to have a
demonstration binder as a visual.
K. Students should also develop a class filing system. Students should have time for weekly notebook
cleanouts and filing. Students may wish to store their papers in a class file or in an accordion type
filing system to bring home. This can be done on a Friday so that students are prepared for the
upcoming week.
L. Students should set up folders so that assignments/homework to turn in is on the right hand side,
papers to keep until the unit is finished are on the left. Students should consistently keep track of what
side their papers are on.
M. Students should also discuss how to set up their study area at home. Students can draw maps of their
study areas and write ways in which they can improve their current study areas by eliminating
distractions. Students should also keep a list of items to have in their study areas. Students can share
their lists with the teacher and he or she can record “items to have” and “items to eliminate” on the
board.
N. Additionally, the teacher may wish to provide copies of Chapter 1 from How to Study for
independent or group review. The chapter contains an activity chart, personal activity plan, and study
tasks.
IV. EVALUATION
A. The teacher will check assignments pads daily and initial or stamp them
B. Teacher will request that students turn in a calendar on a weekly basis for review (preferably on
Friday in preparation for the next school week)
C. The teacher will check to see that students are keeping daily task lists and ranking their priorities in
number order.
D. The teacher will have weekly notebook checks to make sure that students are placing their handouts in
the appropriate folders and that notes are in the correct section/color coded folder of the
binder/notebook.
E. The teacher can monitor the weekly filing of papers so that student notebooks/backpacks are not
overloaded with materials.
F. Students can draw or present a picture of their study area, complete with a narrative describing what
is successful about their area and what they have done to eliminate distractions.
V.
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MATERIALS
Calendar
Assignment Pad/List or Task pad
Student binders
A teacher binder or folder to hold each student’s monthly calendar.
Dividers (the teacher may wish to use different colored sheets of paper)
Hole punch
Color coded folders or folders with labels
File folders for students to store handouts in class
Class filing system or student purchased expandable file folders (accordion style) with each course
clearly labeled
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Notebook or filler paper
Photocopy of Chapter 1 of How to Study, by Ralph C. Preston and Morton Botel.
VI. SCOPE AND SEQUENCE
This unit should span through the month of September and should set the pace and tone of the Learning
Strategies course for the year.
VII. TEACHER RESOURCES
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For free calendar templates: http://www.myfreecalendarmaker.com/
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How to Study, by Ralph C. Preston and Morton Botel. Copies can be found in Room G-51.
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Handout on Top Ten Skills for High School Students
http://school.familyeducation.com/skill-builder/college-prep/37653.html
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Guide to Organizational Skills for Students and Parents (also helpful to hand out on Back-ToSchool Night) http://amityregion5.org/ahs/ORGANIZREVISED_web.pdf
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The Resource Room online: http://www.resourceroom.net/older/ida_studyskills.asp
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Organizational Helpers, including materials checklist, day planner, etc.
http://www.ldworldwide.org/ldinformation/kids/getorg.html
MODULE TWO
I.
OVERVIEW AND RATIONAL OF MODULE TWO
Module two is entitled “Understanding the Nature of Your Disability.” In this section, students will
uncover their learning strengths and weaknesses, review the modifications outlined in their Individualized
Education Program (IEP), have the opportunity to learn about their IEP and disability through the knowledge
of a member of the Child Study Team (CST). Additionally, the instructor should still incorporate
organizational strategies from Module One.
II.
NEW JERSEY CORE CURRICULUM CONTENT STANDARDS
STANDARD 9.1 (Career and Technical Education) All students will develop awareness and planning,
employability skills, and foundational knowledge necessary for success in the workplace.
STANDARD 9.2 (Consumer, Family, and Life Skills) All students will demonstrate critical life skills in order
to be functional members of society.
STANDARD 3.3 (Speaking) All students will speak in clear, concise, organized language that varies in
content and form for different audiences and purposes.
STANDARD 3.4 (Listening) All students will listen actively to information from a variety of sources in a
variety of situations.
STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content
and form for different audiences and purposes.
STANDARD 8.1 (Computer and information literacy ) All students will use computer applications to gather
and organize information and to solve problems.
III.
STRATEGIES
A. The teacher may wish to sit with each child individually to review his/her IEP. The page(s) with
accommodations/modifications should be reviewed.
B. The teacher may wish to provide the child with a copy of his/her modifications page to keep in
his/her in class folder for future reference.
C. The teacher may wish to share articles on the IEP process (see Teacher Resources for links).
D. The teacher may distribute the handout “Participating in Your IEP Meeting,” adapted from the Office
of Special Education Programs, U.S. Department of Education.
E. Students may be asked to brainstorm on the board possible learning strengths and weaknesses students
have.
F. Students will complete the handout, derived from the Office of Special Education Programs, U.S.
Departement of Education, www.ldonline.com. The handout assesses IEP goals and objectives,
strengths and weaknesses in each class/subject, and other questions geared to the student’s individual
needs.
G. Students can make a list of their own learning strengths and weaknesses. Students should then
identify in sentence form why these items are considered strengths and weaknesses. Additionally,
student can provide feedback on what they can do to remediate their learning weaknesses. Copies of
these exercises can be stored in the classroom folder for future reference at an IEP meeting.
H. Students may investigate online the nature of their disability and find strategies to make the learning
process easier. Students can write a short report on their findings.
I. Students may come up with a poster that outlines successful learning methods they have used.
Students can present this to the class.
J. A member/members of the Child Study Team (psychologist, social worker, LDTC, etc.) should be
invited to the classroom to discuss the IEP process, what to expect at an IEP meeting, annual review
meetings, etc. The teacher may ask students to prepare a question to ask the CST member prior to
his/her arrival.
K. The teacher, students and/or CST member may wish to role play an IEP meeting so that students
gain a better understating of the process. The teacher may wish to include the handout entitled
“Mock IEP (It’s Educationally Prudent!) under Teacher Resources
L. Students can complete the checklist of learning strategies: see Self-Advocacy Skills Checklist of ways
students learn, pages 110-111, Inclusion Strategies that Work!, by Toby Karten
IV.
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V.
EVALUATION
The teacher should continue to employ the same evaluation techniques that are outlined in Module
One (checking assignment pad, notebook checks, weekly filing, calendar making, etc.)
The teacher may wish to assign a project grade to student learning strengths/weaknesses sheet.
Students may come up with a poster that outlines successful learning methods they have used.
Students can present this to the class. The teacher may wish to assign speech grades, project grades,
and daily poster preparation grades.
Students will complete the handout, derived from the Office of Special Education Programs, U.S.
Department of Education, www.ldonline.com. The handout assesses IEP goals and objectives,
strengths and weaknesses in each class/subject, and other questions geared to the student’s individual
needs.
MATERIALS
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Classroom folder
Copies of IEPs and additional copies of the accommodation/modification page.
Loose-leaf paper
Access to the computer lab or library computers
Poster paper
Markers, pens, highlighters
Photocopies of handouts from selected texts under Teacher Resources
In continuation from Module One, students should also bring assignment pads, calendars, and
notebooks to class.
VI.
SCOPE AND SEQUENCE
This unit should span through the month of October and should provide a nice framework for the next
module titled “Myself as a Learner.”
VII.
TEACHER RESOURCES
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LD Online, the world’s leading website on learning disabilities and ADHD, article on IEPs with links
for students, teachers and parents: http://www.ldonline.org/indepth/iep
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A guide to the Individualized Education Plan
http://www.ed.gov/parents/needs/speced/iepguide/index.html
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A 27 page guide from Schwab Learning outlining the IEP process:
http://www.ed.gov/parents/needs/speced/iepguide/index.html
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An overview of the IEP process: http://www.schwablearning.org/articles.aspx?r=73&f=search
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Advanced Skills for School Success, by Anita Archer and Mary Gleason. Additional Copies can be found
in Room G-51.
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Mock IEP handout, page 106, Inclusion Strategies that Work!, by Toby Karten
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Self-Advocacy Skills Checklist of ways students learn, pages 110-111, Inclusion Strategies that Work!, by
Toby Karten
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Student’s Guide to the IEP: http://www.ldonline.org/article/5944
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Student Guide to the IEP in PDF from the National Information Center for Children and Youth with
Disabilities, by Marcy McGahee-Kovac: http://www.nichcy.org/pubs/stuguide/st1.pdf
MODULE THREE
I.
OVERVIEW AND RATIONALE FOR MODULE THREE
Module Three is entitled “Myself as a Learner.” This unit of study is developed to coincide with Module
Two “Understanding the Nature of Your Disability.” In this unit, students will uncover their learning styles,
learn about Howard Gardener’s theory of Multiple Intelligences and learn study strategies geared toward their
learning style(s) and multiple intelligence(s). Students will evaluate their own study styles and habits and
learn what methods are appropriate for their individual needs.
II.
NEW JERSEY CORE CURRICULUM CONTENT STANDARDS:
STANDARD 9.1 (Career and Technical Education) All students will develop awareness and planning,
employability skills, and foundational knowledge necessary for success in the workplace.
STANDARD 9.2 (Consumer, Family, and Life Skills) All students will demonstrate critical life skills in order
to be functional members of society.
STANDARD 3.3 (Speaking) All students will speak in clear, concise, organized language that varies in
content and form for different audiences and purposes.
STANDARD 3.4 (Listening) All students will listen actively to information from a variety of sources in a
variety of situations.
STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content
and form for different audiences and purposes.
III.
STRATEGIES
A. Part One of this module includes the introduction to learning style preferences. The learning styles
include visual, auditory, and kinesthetic. The teacher may wish to introduce the various types of
learning styles through an interactive game, PowerPoint presentation, or by listing them in a handout.
One way this can be introduced is by saying a phone number aloud (auditory) and seeing how many
students remember it. Then the teacher may wish to present the number on an index card for a few
seconds and then see how many students remember it (visual). The teacher may then write out the
phone number and see if they remember it (kinesthetic).
B. The teacher may then wish to engage in a discussion on how learning takes place. Students can
brainstorm items that are recorded on the board.
C. Students can then take the quiz/personal inventory “How do You Learn” (2 pages). The responses to
the questions can help students recognize if their learning preferences are visual, auditory or
kinesthetic. Some students may find that they have more than one learning preference (i.e. both
visual and auditory, etc.). There is a space on the sheet where students can graph their learning style
preferences.
D. Students may wish to graph their learning style preferences using the graph on the “How Do You
Learn?” sheet as a model. These graphs may be displayed in the classroom or kept in the classroom
folder.
E. Students should use the results to gauge how they should study best. Perhaps a student may need to
write out vocabulary words to remember them (kinesthetic) or repeat them over and over (auditory),
while another students may prefer to just read the words out of the textbook (visual) to remember
them.
F. The teacher should take note of the learning styles in the class in order to help with one-on-one
instruction and preparation for tests, quizzes, and upcoming assignments.
G. Students should compile a list of their teachers and subjects. Over the course of a week, students
should note whether their teacher uses auditory, visual and/or kinesthetic approaches to teaching.
H. Students can then make a chart called “Ways to Adjust to Other Teaching and Learning Styles” and
list ways that they can adapt their learning style to other types of lessons. For instance, if a teacher
prefers to lecture and a student has a visual preference, the teacher and student can brainstorm ways
so that the student can be successful in that class (i.e. a copy of the lecture notes can be obtained from
the teacher or in-class support instructor, etc.). Students should file this in their classroom folders
I. The teacher may share the article “Making Your Learning Style Work for You” from LD Pride:
http://www.ldpride.net/learning_style_work.html
J. This article lists ways to help visual, auditory and kinesthetic learners succeed in the classroom.
K. Students can also record ways in which they can use their learning preference to study at home.
These items can be shared with the class and/or made into a classroom chart or poster.
L. Students can make and present study aids geared toward each learning style or their individual
learning preference. These study aids should apply to the units the student is currently studying. A
kinesthetic student may wish to use flash cards or other manipulative while a visual student may wish
to draw events of a story to remember the plot. Students should be encouraged to use their creativity.
The study aids can be presented to the class in a formal speech. Students should also explain how this
particular study aid can help a visual, auditory and/or kinesthetic learner.
M. After students have grasped the concept of learning styles, the teacher should launch Gardener’s
Theory of Multiple Intelligences. The teacher should explain the seven different intelligences in an
interactive game, PowerPoint presentation or in a handout. The seven intelligences are:
visual/spatial, verbal/linguistic, logical/mathematical, bodily/kinesthetic, musical/rhythmical,
interpersonal intelligence and intrapersonal intelligence. The teacher may wish to use materials from
LD Pride online to explain each intelligences: http://www.ldpride.net/learningstyles.MI.htm
N. The instructor may wish to book computer lab time so that students can complete the interactive quiz
on
multiple
intelligences
from
the
Learning
Disabilities Resource
Community:
http://www.ldrc.ca/projects/miinventory/miinventory.php. Students can then share their results
with the class.
O. Students can make a chart of the types of activities that speak to the intelligences and list careers that
uses the intelligence primarily.
P. Students can make and present study aids geared toward each multiple or their individual multiple.
These study aids should apply to the units the student is currently studying.
IV.
EVALUATION
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V.
MATERIALS
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VI.
The teacher should continue to employ the same evaluation techniques that are outlined in Module
One (checking assignment pad, notebook checks, weekly filing, calendar making, etc.)
Quiz/Self-assessment “How Do You Learn?”
Responses during class discussion on learning styles and modalities
Written responses during classroom writing activities
Students may wish to graph their learning style preferences using the graph on the “How Do You
Learn?” sheet as a model. These graphs may be displayed in the classroom or kept in the classroom
folder.
Written response to how the student can use his/her learning preference to study at home.
Results to Multiple Intelligence interactive quiz
Students can make a chart of the types of activities that speak to the intelligences and list careers that
use the intelligence primarily.
Study aids that are made/presented and geared toward the students learning style and/or multiple
intelligence.
Graph paper
Lined paper
Photocopies of materials
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Classroom folder
Articles
SCOPE AND SEQUENCE
This unit should span through the month of November or after Module Two as the teacher feels
appropriate.
VII.
TEACHER RESOURCES
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“How Do You Learn?” personal inventory from the Educational Media Corporation, P.O. Box 21311
Minneapolis, MN 55421
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Google Image Results for Multiple Intelligences provides colorful graphs and charts that can be used
to demonstrate Gardener’s Theory. These images can be printed out or displayed using a PowerPoint
projector:
http://images.google.com/images?q=multiple+intelligences&hl=en&um=1&sa=X&oi=images&ct=t
itle
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Interactive online quiz on Multiple Intelligences from the Learning Disabilities Resource Community:
http://www.ldrc.ca/projects/miinventory/miinventory.php
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Information, handouts and interactive games on Multiple Intelligences from LD Pride
http://www.ldpride.net/learningstyles.MI.htm
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“Intelligence in Seven Steps” by Howard Gardner, PhD:
http://www.newhorizons.org/future/Creating_the_Future/crfut_gardner.html
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“Using the Multiple Intelligence Theory when Choosing a Career”:
http://www.teachervision.fen.com/intelligence/teaching-methods/2175.html?detoured=1
http://www.teachervision.fen.com/intelligence/teaching-methods/2175.html?detoured=1
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Activities that speak to each intelligence: http://www.teachervision.fen.com/intelligence/teachingmethods/2204.html
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Learning Styles and Strategies:
http://www.ldpride.net/learningstyles.MI.htm#Learning%20Styles%20Explained
MODULE FOUR
I.
OVERVIEW AND RATIONALE FOR MODULE FOUR
This module outlines ways to improve the reading comprehension of learning disabled students. Students in
high school are expected to read and process a variety of texts, some of which contain advanced vocabulary
or unfamiliar terms. In this module students will learn strategies for comprehension and retention by learning
how to find the main idea, how to organize information into graphic organizers, and how to summaries
chapters using several different techniques. This unit is especially helpful for students that are reading lengthy
novels and students that have large unit tests with several components. If students are diligent about keeping
notes for each chapter or section of their reading, they will be less overwhelmed and have better chance for
retention before unit tests. The teacher can gear reading activities to each child’s learning strength and/or
Multiple Intelligence, which would also reinforce the concepts learned in Module Three.
II.
NEW JERSEY CORE CURRICULUM CONTENT STANDARDS
STANDARD 3.3 (Speaking) All students will speak in clear, concise, organized language that varies in
content and form for different audiences and purposes.
STANDARD 3.4 (Listening) All students will listen actively to information from a variety of sources in a
variety of situations.
STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content
and form for different audiences and purposes.
III.
STRATEGIES
A. The teacher may wish to connect the following learning strategies to the lessons in Module Three
regarding learning strengths and Multiple Intelligences. This provides a smooth transition from
one unit of study to the next.
B. KWL charts: Students can chart what they Know, Want to know and what they have Learned
from their reading
C. Students can use semantic webbing/cluster maps: (1) select a word central to the topic (theme,
character name, section heading, etc.); (2) generate as many words as possible that relate to the
topic; (3) place circles around words that can be sub topics and add lines or stems off of them
D. Create Story Maps: Chart the title of the story, setting, characters, plot, important details/events
and the story resolution (See “Story Stuffing” under Teacher Resources).
E. Students may wish to write journal responses on each chapter of a novel. These journal responses
can be summaries, reactions to the characters or plot, or reaction to a quote taken from the text.
F. Students can create Spider Maps, Series of Events Chains, Compare/Contrast Matrix, T-charts,
and Problem/Solution outlines. This works well with visual learners and the Spatial Multiple
Intelligence.
G. Students may wish to draw significant elements from the novel or from a chapter that contains a
great deal of imagery. This also ties in to artistic Multiple Intelligence Learners (See “Picture This
Station” under Teacher Resources)
H. Students may wish to use a M/D/Y Station to chart their learning. Under M students record the
main idea for each section of their reading. Under D students write the details about the main
idea and answer the questions who, what, when, where, why and how. Under Y (you) students write
their reactions to their reading, learning, comprehension (See “M/D/Y Station” under Teacher
Resources)
I. Students can use the SOAR technique to preview chapters before reading: Scan the titles,
pictures, highlighted words, etc. in the chapter, Outline main ideas under each heading, Analyze
or get a general understanding about each topic, Read the chapter(See “Soaring Directions for
Students” under Teacher Resources.
J. Teacher Station: Students design individually or in groups a test based on the textbook reading
(See “Teacher Station” under Teacher Resources).
K. Performance Station: Students can design individually or in groups a short skit, commercial,
poem, song, game or dance related to their class reading (See “Performance Station” under
Teacher Resources).
L. Students can use Double Entry Diaries to analyze quotes in the novels they are reading. On one
side of the page the student will record a direct quote with a page number. On the other side the
student will write thoughts or reflections about the quote (See I Read It, But I Don’t Get It pages
115-120).
M. Students that are working on lengthy reading assignments may use the Silent Reading Record.
After reading silently for 30 minutes a student will record what he/she read (including title and
page numbers), a paragraph summary, and a few sentences about connections that were made
while reading (See I Read It, But I Don’t Get It page 127).
N. Students can use color coding/highlighting to help with isolating parts of a reading. Different
colors can be assigned to vocabulary words, main idea sentences in each paragraph, character
information, important quotes, etc. The teacher may also wish to refer to the appendix of I Read
It, But I Don’t Get It for other color coding techniques (see pages 135-137).
O. After a student has read the pages the teacher has assigned, students can complete the handout
titled “Think of a Question”, page 164 in Inclusion Strategies that Work! This handout asks students
to evaluate main idea, details that tell more about the main idea, predictions, inferences and
sequencing. This activity may be modeled in class with an article, textbook excerpt, short story,
etc.
IV.
EVALUATION
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V.
The teacher should continue to employ the same evaluation techniques that are outlined in Module
One (checking assignment pad, notebook checks, weekly filing, calendar making, etc.)
The teacher may wish to model several strategies above using an article, piece of poetry, textbook
chapter, and short story with the entire class. The teacher can then ask the students to use one of the
models (or a method the instructor selects) as a method for reading comprehension. This method can
be turned in, reviewed with a peer, or presented to the class.
Students with free time and/or for homework can be assigned readings from newspapers, magazines,
etc. and be asked to apply one of the comprehension strategies.
Students should be encouraged to come up with their own comprehension strategy methods. These
methods can be presented to the class and posted on a classroom bulletin board.
Students can be asked to take out a homework assignment that requires reading and use one of the
strategies above to improve comprehension. The teacher can evaluate how effective the strategy was
for the student and recommend additional ways to use the strategy.
Any of the above strategies can be collected, evaluated and stored in the classroom folder.
After learning several strategies and/or at the end of the unit, students can write a metacognitive
journal entry on the strategies that worked the best for them and which ones they plan on using in the
future.
MATERIALS
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VI.
Journal
Textbooks or other reading materials
Paper
Colored pens, pencils, highlighters and other writing implements
Photocopies of handouts from selected texts in the Teacher Resources Section
Classroom Folders
Reading books, articles, pieces of poetry or textbook pages selected by the teacher for modeling
comprehension techniques
SCOPE AND SEQUENCE
This unit should span through the month of December or after Module Three as the teacher deems
appropriate. Methods and concepts from previous modules may be incorporated and reviewed on an as
need basis throughout the course.
VII.
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TEACHER RESOURCES
Link to a Semantic Web and directions for use:
http://literacy.kent.edu/eureka/strategies/semantic_mapping.pdf
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Link to Graphic Organizers:
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm
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Picture This Station, page 179: Inclusion Strategies That Work! Research-Based Methods for the Classroom
(2005) by Toby J. Karten
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M/D/Y Station, pages 177-178: Inclusion Strategies That Work! Research-Based Methods for the Classroom
(2005) by Toby J. Karten
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Soaring Directions for Students, page 176: Inclusion Strategies That Work! Research-Based Methods for the
Classroom (2005) by Toby J. Karten
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Story Stuffing, page 170: Inclusion Strategies That Work! Research-Based Methods for the Classroom (2005)
by Toby J. Karten
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Teacher Station, page 182: Inclusion Strategies That Work! Research-Based Methods for the Classroom
(2005) by Toby J. Karten
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Performance Station, page 183: Inclusion Strategies That Work! Research-Based Methods for the Classroom
(2005) by Toby J. Karten
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Double Entry Diaries, pages 115-120: I Read It, But I Don’t Get It (2000) by Chris Tovani.
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Silent Reading Record, page 127: I Read It, But I Don’t Get It (2000) by Chris Tovani.
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Color Coding Strategies, pages 135-137: I Read It, But I Don’t Get It (2000) by Chris Tovani.
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“Think of a Question”, page 164 in Inclusion Strategies that Work! Research-Based Methods for the
Classroom (2005) by Toby J. Karten
MODULE FIVE
I.
OVERVIEW AND RATIONAL FOR MODULE FIVE
This module focuses on vocabulary and writing techniques for special needs learners. Students will learn
Greek and Latin prefixes, suffixes, root words and word families. These exercises will help student with
decoding the difficult vocabulary words they will encounter in their academic readings. Understanding these
word parts will also help students on future standardized tests, including the SAT. Additionally, students will
learn several writing techniques to help them when composing pieces for their classes. They will learn brain
storming techniques, important elements in an essay, and proofreading and editing strategies.
II.
NEW JERSEY CORE CURRICULUM CONTENT STANDARDS
STANDARD 3.3 (Speaking) All students will speak in clear, concise, organized language that varies in
content and form for different audiences and purposes.
STANDARD 3.4 (Listening) All students will listen actively to information from a variety of sources in a
variety of situations.
STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content
and form for different audiences and purposes.
III.
STRATEGIES
A. Students should be provided with a list of Greek and Latin prefixes, suffixes, roots and word
families. These can be found on pages 399-407 in the yellow level McDougal Littell English text
found in the English Department book room.
B. Students can design strategies for remembering the prefixes, suffixes, root words and word
families. The learning strategies students found useful from Module Three, “Myself as a Learner”
should be incorporated. These self-designed strategies for memorization can be shared with the
class.
C. Students can design flash cards using memorable pictures, using the words in a sentence, etc. for
memory and retention. These flashcards can be made from index cards or be made online using
www.studystack.com.
D. For difficult vocabulary words, students may wish to use a Word Map to help them remember the
word’s meaning, synonyms, etc. (See Word Map under Teacher Resources)
E. The class can come up with mnemonics to remember difficult words. One student in the class can
record the mnemonics on the board, in a notebook or on a computer with a PowerPoint projector.
After the lesson the class can receive copies of the class mnemonics.
F. Students can design crossword puzzles, fill-in sheets, multiple choice/true and false/matching
questions, cross out the words that doesn’t belong, sentence completion games or other activities
to share with the class to review vocabulary terms. The teacher may wish to book computer lab
time for students to design these activities.
G. Students can design vocabulary Jeopardy, $25,000 Pyramid, or a Who Wants to be a Millionaire
type game to review vocabulary terms with the class.
H. Students can play prefix/suffix or root word Pictionary with the class. Students will be asked to
draw the definition of one of the words (example: Student draws a book, students should respond
with the root “bibli”, etc.)
I. As a link to the writing section, students can be asked to write a paragraph using as many
prefixes/root words/suffixes as they can. These words should be underlined or circled for the
instructor. Students should be encouraged to share their writing with the class.
J. For the writing section, students will learn techniques for brainstorming, writing, editing and
proofreading. Students can share brainstorming techniques that have worked in the past and list
them on the board. The instructor can share other brainstorming techniques (cluster maps,
outlining, listing, etc.)
K. The instructor will review parts of the essay: Introduction, Body Paragraphs, Conclusion, as well
as topic sentences, supporting details and conclusion sentences.
L. The instructor may wish to provide sample essays that students can analyze for form and content.
Students can “grade” the essays using the NJ Holistic Scoring Rubric for the GEPA and HSPA
and evaluate what makes the essays particularly effective (See Teacher Resources for rubric link).
M. Students can practice writing techniques using a narrative frame (See Frame for Personal
Statement under Teacher Resources).
N. Students can practice social studies writing techniques by using another writing frame (see
Framing Social Studies under Teacher Resources) and the Analysis Map for a Famous Person.
This technique can be modeled by the instructor using a historical figure that the students are
currently reading about in social studies class or have knowledge about (i.e. George Washington).
The map charts positive traits, negative traits, physical attributes, other identities, greatest
contributions, etc. The frame helps students compose an effective introduction, body paragraph(s)
and conclusion.
O. Students can learn how to write about a literary character by using the Character Analysis Map
for Literature and the Character Analysis Frame. This process is similar to the social studies
frame.
P. Students can analyze and write persuasive arguments (time permitting) from the English
Department HSPA book (blue cover).
IV.
EVALUATION
•
•
•
•
V.
The teacher may wish to assign as class work/homework/or as an in class quiz/test grade the
multiple choice vocabulary exercise on pages 409-413 of McDougal-Littell yellow level text. The
teacher can decide if students are allowed to use their word charts to help them decode the words.
The teacher may use the Word Map Rubric to evaluate student word maps. These maps can be
completed on an individual basis or in teams. (See Rubric under Teacher Resources)
The teacher can evaluate the games students have developed for the class to improve vocabulary
retention.
The teacher can evaluate writing samples using the New Jersey Holistic Scoring Rubric for the GEPA
and HSPA and file them in the classroom folders.
MATERIALS
•
•
•
•
VI.
Index cards
Classroom folders
Loose-leaf paper
Pens, pencils, markers, highlighters
•
•
Photocopies of textbook pages and
Enough copies or photocopies of the
yellow level McDougal-Littell text for the
class
SCOPE AND SEQUENCE
This unit should span through the month of January or after Module Four as the teacher deems
appropriate. Methods and concepts from previous modules may be incorporated and reviewed on an as
need basis throughout the course.
VII.
TEACHER RESOURCES
•
Online flashcard and puzzle maker: www.studystack.com
•
Incomplete Word Map, from ReadWriteThink.org,
http://www.readwritethink.org/lesson_images/lesson307/wordmap.pdf
•
Completed Word Map the teacher can use for modeling purposes:
http://www.readwritethink.org/lesson_images/lesson307/wordmapsample.pdf
•
Word Map Rubric http://www.readwritethink.org/lesson_images/lesson307/rubric.pdf
•
Frame for Personal Statement, page 56, The Write Track, Teaching Writing and Thinking Across the
Curriculum, by Diane, Guess, Ed.D.
•
Framing Social Studies Map for a Famous person, page 60, The Write Track, Teaching Writing and
Thinking Across the Curriculum, by Diane, Guess, Ed.D.
•
Framing Social Studies, page 58, The Write Track, Teaching Writing and Thinking Across the Curriculum,
by Diane, Guess, Ed.D.
•
Characterization Map and Characterization Frame, pages 59 and 61. The Write Track, Teaching
Writing and Thinking Across the Curriculum, by Diane, Guess, Ed.D.
•
New
Jersey
Holistic
Scoring
Rubric
for
the
GEPA
and
HSPA:
http://www.state.nj.us/education/njpep/assessment/hspa/hspa_la/worddocs/NJHolisticScoringRu
bric_MS_HS.doc
•
HSPA writing materials: http://www.state.nj.us/education/assessment/hs/hspa_guide_english.pdf
MODULE SIX
I.
OVERVIEW AND RATIONAL OF MODULE SIX
The sixth module is centered on note taking methods and strategies. This section will help students
take organized notes; identify keywords and concepts from a lecture, and to help them scan their notes
to locate important information. While many students view notetaking as an activity conducted
simply in lecture, solid notetaking skills require preparation and reflection as well. Class notes can
serve as an important tool for reviewing for exams and distilling key concepts. Students will learn
ways to take good notes and develop a system that enables them to review regularly, recite key
concepts from the class, and reflect connecting class ideas to other notes and readings. The students
will also be taught the Cornell method of notetaking. The Cornell method provides a systematic
format for condensing and organizing notes without laborious recopying.
II.
NEW JERSEY CORE CURRICULUM CONTENT STANDARDS
STANDARD 9.1 Communicate and comprehend written and verbal thoughts, ideas, directions,
and information relative to educational and occupational settings.
STANDARD 3.2 Writing: All students will write in clear, concise, organized language that varies
in content and form for different audiences and purposes.
III.
STRATEGIES
A. The teacher will introduce the Cornell Note-Taking System. The Cornell Note-taking System is
commonly suggested for students who want to improve the organization of their notes. One of
the keys to the system is that Cornell notes make use of existing strengths as a note-taker so that
learning the system requires a minimum of preparation and adjustment. Additionally, it permits
the student to develop study notes very soon after taking original classroom or textbook notes
without the added work of re-writing vast amounts of material.
B. The Cornell Note-Taking System provides the opportunity for following through with the 5 R’s of
note-taking. The students will become familiar with these steps used in the Cornell Note-Taking
System Record, Reduce Recite, Reflect and Review.
C. The students will set up a 3 ring binders and loose leaf paper for each class.
D. The students will prepare notepaper in the prescribed note-sheet format. Using only one side of
each sheet of notepaper. The students name and date should be placed at the top of each page of
notes.
E. The teacher should emphasize that students should edit their actual class notes as soon as possible
because of our rapid rate of forgetting. Ideally, students need to edit their notes immediately after
the class; if this is not possible, edit within the same day.
F. The teacher will take students actual classroom notes from (World History, Science, etc) class to
discuss and review the 5 R’s of Cornell Note-taking.
G. The teacher should model Cornell note-taking, using an overhead projector so the entire class can
follow the lesson.
H. The teacher can set up a videotape lecture to have students to view and practice the Cornell NoteTaking in class. The teacher and students can then review any areas that might need additional
clarification.
I. The teacher should have students practice the Cornell Note-taking weekly by using tape
recordings of lectures.
J. Students can discuss/share with classmates their successes with using the Cornell Note-taking.
K. The students will prepare a Power Point explaining the five steps to the Cornell Note-taking
System.
L. The teacher will introduce “Abbreviations” and have students devise their own abbreviation codes
when taking notes.
IV. EVALUATION
•
•
•
•
•
The teacher will check notebooks daily and initial them.
The students will edit notes from a class within that day or the nearest reasonable class within
the students schedule.
The students can prepare study cards from their notes.
The teacher will have students present power point lessons on Cornell Note-taking,
highlighting areas that benefit them the most.
Turn in a set of notes to the teacher for evaluation.
V. MATERIALS
•
•
•
3 ring-binders for each class
Loose leaf paper
Class handouts and samples of
Cornell Note-taking System
•
•
Hole puncher for class handouts
Folders for handouts that will not
fit into a 3 ring-binder
VI. SCOPE AND SEQUENCE:
This unit should be introduced as early into the academic year as the teacher feels it is possible
and developed throughout the school year.
V. TEACHER RESOURCES
•
For rational and the Cornell note-taking procedure
http://www.lexingtoncatholic.com/students_cornell.htm
•
Note-taking Power Point http://mason.gmu.edu/~llmiller/syllabi/ocs42/notetaking.ppt
•
Teaching
Students
to
Take
http://www.ldonline.org/article/12855
•
The Myth of Laziness, by Mel Levine (2004) Practical, wise, and compassionate, The Myth of
Laziness offers parents and teachers day-to-day strategies and support to prevent output failure
and, when necessary, to help children overcome dysfunction and become productive,
successful adults.
•
Student Success Secrets, by Eric Jensen and Tom Keller (2003)
Provides easy-to-follow
guidelines for succeeding in school and beyond, including note-taking, study methods, testtaking, and resources for papers, and vocabulary building.
•
School Power: Study Skills Strategies for Succeeding in School
By Jeanne Shay Schumm (2000) Step-by-step instructions, practical advice, and insider tips
from real students cover every conceivable topic, from how to get organized and create a study
space to how to take notes, write papers, prepare speeches, follow directions, set goals, handle
long-range assignments, and much more. Kids and teens learn proven ways to be better
readers, spellers, and writers, master new vocabulary, remember what they study, prepare for
tests, and conquer test anxiety–and those are just for starters.
Notes
by
Emily
Levy
(2007)
MODULE SEVEN
I.
OVERVIEW AND RATIONAL FOR MODULE SEVEN
The seventh module is centered on memory and retention strategies. These strategies will be
particularly helpful in studying for exams or in situations where you need to remember detailed,
structured information. They also make things like learning foreign languages and remembering
people's names much easier. “Mnemonic” is another word for memory tool. Mnemonics are
techniques for remembering information that is otherwise quite difficult to recall. The idea behind
using mnemonics is to encode difficult-to-remember information in a way that is much easier to
remember.
II.
NEW JERSEY CORE CURRICULUM CONTENT STANDARDS
STANDARD 9.2 Students will identify and assess problems that interfere with attaining goals.
Explain the need for, and advantage of, lifelong learning.
STANDARD 3.1 Students will distinguish between essential and nonesstional information,
identifying the use of proper references and propaganda techniques where present.
III.
STRATEGIES
A. Students will take a teacher made survey that will evaluate how well you remember.
B. The teacher will introduce “Mnemonics.” The idea behind using mnemonics is to encode
difficult-to-remember information in a way that is much easier to remember.
C. The teacher will demonstrate to students the coding of information using vivid mental images;
you can reliably code both information and the structure of information. Because the images
are vivid, they are easy to recall when you need them.
D. The teacher will introduce and demonstrate the “memory key” exercise. Those key words can
be memorized and used as clues to remember entire lists, phrases, sentences, or long
selections.
E. The teacher will introduce “patterns” to remember information. The class will demonstrate
and practice using patterns to remember information. Whenever you need to remember
something, the students will be shown how to find or crate a pattern for the information.
F. The teacher will introduce “visual image (a picture)” in order to remember information.
Exercise: Looking at a list of names of European countries you could likely remember the
shapes of these countries. Italy is most easily remembered because it has a familiar shape, like
boot. The “visual image (picture)” should be demonstrated in each subject area.
G. The teacher will introduce Dartmouth College, Academic Skills Center, “Nine ways to Aid
your Memory.” (See teacher resources)
H. The teacher will introduce use the students English (9) vocabulary words and use the
Mnemonics technique for remembering the words. Example: the vocabulary word is covert;
the definition of the word is secret or hidden. Let’s find related words to help us remember the
word, “cover” using this method work through this week’s vocabulary.
I. Students will develop a catch sentence to help memorize long lists. The teacher will give
examples by using the list of planets, clouds, etc. Then have students review any information
in their history, science classes that they can apply the catch sentence to.
J. The teacher will introduce general information and discuss multi-sensory learning, memory
system, learning styles.
K. Students will discuss their learning style and share a method on how they memorize
vocabulary words, dates, etc.
L. The teacher will list various dates on the board for students to memorize. The students will
come up with a process of memorizing and share it with the entire class.
M. The teacher will write the weeks English vocabulary words on the board, assigning at least one
word to each student. Students using the Mnemonics method develop a strategy to learn the
definition of the assigned word(s).
IV.
EVALUATION
•
•
•
•
V.
The teacher will review vocabulary words quizzes, unit tests.
The teacher will review class notes for key information that needs to be memorized, and then
quiz students on the facts.
Students can identify difficult vocabulary words, and then develop a method to help remember
the definitions.
Teacher observation of classroom exercises and the utilization of the memory skills taught.
MATERIALS
•
Student vocabulary books
•
Student notebooks
•
•
•
VI.
Learning Style Evaluation
(informal)
Index cards
Highlighter pens
•
•
•
Notebook & paper
Students class schedule
Student assignment pad
SCOPE AND SEQUENCE
This unit should span through a period of a month and should be used and after the students
have been set up with other basic learning strategies and are comfortable with their new
educational environment.
VII. TEACHER RESOURCES
•
Don't Forget: Easy Exercises for a Better Memory (Paperback) by Danielle C. Lapp
McGraw-Hill Book Company, 1987 ISBN 0-201-48336-x
•
The Memory Workbook: Breakthrough Techniques to Exercise Your Brain and Improve Your Memory
(Paperback) by Mason, Kohn, Clark Group West Publisher 2001 ISBN 1-57224-258-2
•
The Memory Doctor: Fun, simple Techniques to Improve Memory & Boost Your Brain Power
(Paperback) by Mason, Smith, New Harblinger Publication. Inc. March 2005
ISBN 1-57224-370-8
•
www.edhelper.com/vocabulary.htm building vocabulary words, spelling, puzzles 40
worksheets.
•
Mind Tools http://www.mindtools.com/pages/article/newTIM_00.htm
•
Dartmouth College Academic Skills Center / Concentration & Memory
http://www.dartmouth.edu/~acskills/success/study.html
•
Mnemonics Memory Techniques; Bucks County Community College
http://www.bucks.edu/~specpop/mnemonics.htm
•
Organized Student; Teaching Children the Skills for Success in School and Beyond, by Goldberg and
Zwiebel, Simon & Schuster Adult Publishing Group, June 2005. ISBN 0743270207
•
The Memory Book, by Harry Lorayne , Random House Publishing Group
ISBN: 0345410025
MODULE EIGHT
I.
OVERVIEW AND RATIONAL OF MODULE EIGHT
This module is centered on studying and preparing study guides for quizzes and tests. The purpose of the
student study guide is to assist the student in interactive, self-directed learning. Students will learn how to
review for a test a little each day rather than cramming. Look for resources that they might already have, old
tests, practice problems, classroom notes. Find out how the test will be structured? Will it be multiple choice,
essay, and true/false? The instructor will review with students how most textbooks provide clues about main
points by highlighting key terms in phrases. Students will use flash cards to review material. Students may
write a question on the front and answer on back, or write vocabulary term on front with definition on the
back. Students will quiz themselves with a yes/no pile. Finally, the teacher will present a 6-day strategy to
students for using study guides.
II.
NEW JERSEY CORE CURRICULUM CONTENT STANDARDS
STANDARD 9.1 (Career and Technical Education) All students will develop awareness and planning,
employability skills, and foundational knowledge necessary for success in the workplace.
STANDARD 9.2. (Career and Technical Education) Apply project planning and management skills in
academic and/or occupational settings.
III.
STRATEGIES
A. The teacher will introduce “What is a Study Guide?” and that Study Guides are necessary for
self-directed learning.
B. The teacher may ask the class to list the different methods they are currently using to prepare
for tests. This will be a good introduction as to why a study guide that is developed by the
students will be a good tool for preparation of tests. It will also give the teacher the
opportunity to discuss with students the most effective ways to study specific subject matter.
C. The teacher may introduce “The 5 W’s” as a way of developing ideas and information that
should be included in the students study guides; Who, What, When, Where. Why.
D. The students will identify all of the material that they will be tested on.
E. The teacher may demonstrate how to organize your notes, textbook, and assignments
according to what will be on the test.
F. The students and teachers should generate a list of possible questions they would ask if they
were making the exam, then see if you can answer the questions for their Study Guide.
G. The teacher should instruct students how to review previous tests/quizzes and include in their
Study Guides.
H. The students and teacher should spend a class discussing summary notes.
I. The teacher may demonstrate and read the “review or summary” section of students’
textbook. The most important information from a chapter is generally presented in the review
or summary section. Include people, places, main ideas, and think about sections of the
review into the Study Guide.
J. The teacher may introduce the concept of a study group. A study group can be helpful when
you are trying to learn information and concepts and preparing for class tests or exams. A
study group can compare class notes with other group members to clarify their notes and fill in
any gaps. Information from a study group can help develop the students study guide.
K. Students when developing their study guides should look over the returned assignments for the
unit. Look up the parts of the assignments that you didn't understand the first time.
L. Students will realize that they are responsible for making their own study guide. The students
need to develop a plan allowing enough time to gather notes, quizzes, etc for the study while
also leaving enough time to study without cramming for the tests.
IV.
EVALUATION
•
•
The teacher will check study guides as they are developed for tests.
The teacher can quiz students on the “key” components of a study guide.
•
•
V.
The teacher can collect study guides, review and grade the strong and weak points, giving
examples of how to improve areas that need to be changed.
The students can present a study guide they developed to the class, using handouts, overhead
projector, power point, etc.
MATERIALS
•
•
•
•
•
Calendar
File cards
Notebook paper
Highlight pen
File Folders for teacher handout,
old quizzes, tests etc.
•
•
•
Student textbook
Student binder
A list of students’ names from the
class as a potential study group.
VI. SCOPE AND SEQUENCE
This unit should span through a period of a month and should be used and after the students have
been set up with other basic learning strategies and are comfortable with their new educational
environment.
VII. TEACHER RESOURCES
•
Review tools for tests (Study Guides and Strategies) http://www.studygs.net/tstprp5.htm
•
Test Taking Tips. Com http://www.testtakingtips.com/test/genpre.htm
•
Study Strategies Made Easy, By Leslie Davis. Specialty Press 1996
ISBN 1886941033
Designed by leading educational specialists to teach valuable study skills to students in grades
six through twelve. It teaches students how to learn--the true key to acquiring knowledge.
Strategies focus on organizational skills, time management, improving reading
comprehension, vocabulary development, and communication, how to study for tests
effectively, memorization and more.
•
Graphic Organizers, Education Oasis
http://www.educationoasis.com/curriculum/graphic_organizers.htm
•
Self-Test: How Do You Study? The Learning and Study Skills Inventory is a quick, 80-item
survey that assesses your study habits. It will provide you with a chart of your strengths and
weaknesses, compared to other college students, in ten different areas. It will also provide
suggestions about areas where you can improve your skills and strategies. (Dartmouth College)
http://www.dartmouth.edu/~acskills/success/selftest.html
•
Playing the “Game” of Test; Madison School District Staff Resources;
http://www.learningassistance.com/2002/Nov02/tests.htm
Turn main points from lectures and textbooks into questions. Place a question on one side of a
note-card and its answer on the other. The nature and format of a question is determined by
the kind of details expected to be learned (steps, stages, characteristics, procedures, causes,
effects, etc.). With math or chemistry problems, put a problem on one side and the solution,
step-by-step, on the other.
•
“To Help me Study from Books.” CONAIR (Madison web page)
http://coe.jmu.edu/LearningToolbox/conair.html
•
How to Study, by Ron Fry; Thomas Delmar Learning Publication
•
Study Power: Study Skills to Improve Your Learning and Your Grades
By William R., Ph.D. Luckie ISBN-13: 978-1571290465
ISBN 14001889115
MODULE NINE
I. OVERVIEW AND RATIONAL OF MODULE NINE
The ninth module is centered on the students accessing help for themselves by asking to meet with their
teachers, utilizing tutorial sessions and using technology resources. It is important for students to learn to
advocate for themselves in order to reach their full potential. Knowing how to access resources can be used to
assist learning, knowing which resources are useful in which kinds of learning situations, and knowing how to
use the resources is a powerful tool that can enable students to become strategic, effective, and lifelong
learners.
II. NEW JERSEY CORE CURRICULUM CONTENT STANDARDS
STANDARD 9.1 All students will develop awareness and planning, employability skills, and foundational
knowledge necessary for success in the workplace.
STANDARD 9.2 All students will demonstrate critical life skills in order to be functional members of society.
III. STRATEGIES
A. The teacher may demonstrate how to read the Madison High School tutorial schedule for each
academic department.
B. The teacher and students can review their daily schedule and list the different opportunities tutorial
sessions are available to each student.
C. Students will fill out a daily schedule of tutorial sessions and place it in their notebook.
D. Students as an assignment will inquire with their teachers when they are available for extra help
(before school, after school, during the day outside of tutorial sessions). Students will write this list up
and place it in their notebooks along with the tutorial schedule.
E. The teacher will demonstrate ways to reach out for assistance early, if needed. Schedule an
appointment with your teacher when you begin to get confused or flounder. Don't wait until you are
already in danger of failing the course. Speak to your Study Skills teacher and/or your counselor and
find out what help is available.
F. The teacher and students will discuss how to advocate for themselves. The student should be able to
articulate the effect their disability may have on academic performance. They should also be able to
identify any accommodations (e.g., extended testing time, a note taker, reduced course load),
technological aids or support services they will need in order to compensate for their disability.
G. The teacher and students will discuss other resources if the classroom teacher is not available (peer
tutoring, study groups, e-mail, etc).
H. The teacher can introduce the “Celebrity Quiz” includes such names as a. Albert Einstein, Walt
Disney, Nelson Rockefeller, individuals who overcame a Learning Disabilities.
I. The teacher may show the movie "The Miracle Worker" The story shows the strength and power of the
human will and its ability to triumph over the most devastating disabilities. Helen Keller is one of the
most remarkable people ever to have lived. She is a role model for a person who triumphs over
profound disabilities.
J. Students will write an essay titled, “Writing Your Own Success Story.” The essay will describe how a
student will succeeded in school utilizing all resources available to them, (teachers, tutorial, study
skills, peer review groups).
K. The students will read and discuss Learning Outside the Lines: by Jonathan Mooney, David Cole, David
Cole Simon & Schuster Adult Publishing Group, 2000 ISBN 13: 9780684865980
Learning Outside the Lines was written by two students who triumphed over an education system hostile
to their learning problems -- but only after years of misunderstanding, mislabeling, and failure. This
book is their effort to help other LD kids get through school successfully, by learning how to learn in a
radical new way.
IV.
EVALUATION
•
Students will keep a journal on the different ways they seek out help.
•
Students will read and discuss “Learning outside the Lines.”
•
The teacher will monitor students’ notebook for tutorial schedules and classroom teachers’
availability for extra help.
•
The class will have weekly discussions on how we accessed extra help.
•
The teacher may follow up with tutorial teachers on who is utilizing the services.
•
The class will have “Sharing Sessions.”
•
The teacher will request that students turn in a weekly calendar for upcoming quizzes and
tests.
V.
MATERIALS
•
“Learning Outside
paperback book
Lines”
•
A master schedule of all academic
teachers
•
DVD or VHS movie of The Miracle
Worker"
•
A list of student peer studying
groups.
•
Calendar
•
Student binder
•
Notebook paper
•
Assignment pad
•
Student schedule
•
IEP’s for each student
•
Madison
schedule
•
A list of teachers e-mail addresses
High
the
School
tutorial
VI. SCOPE AND SEQUENCE
This unit should span through a period of a month and should be used and after the students have
been set up with other basic learning strategies and are comfortable with their new educational
environment.
VII. TEACHER RESOURCES
•
A Walk In My Shoes - A Guide Book for Youth on Diversity Awareness Activities by Yuri Morita,
June 1996.
•
How SIM addresses what is unique about teaching students with LD: Keith Lenz, Research
Scientist, University of Kansas Center for Research on Learning
http://www.ku-crl.org/IAA%20Web/htmlfiles/library/unique.htm
•
High School Students with LD or AD/HD: Considering College.
Many high school students with LD become accustomed to special education personnel, learning
specialists, or library personnel who are willing to drop what they are doing and “rescue” them
before an upcoming term paper or mid-term examination. Most college campuses have a disability
services office, but few have the personnel to provide drop-in hours for last-minute term paper
editing, test preparation, or content tutoring. http://www.schwablearning.org/articles.aspx?r=975
•
Ready or Not, Here Life Comes: by Mel Levine
Dr. Levine urges that schools focus less on college prep (which, he points out, generally means
"college admissions prep") and instead teach "life prep," equipping adolescents with what they will
need to succeed as adults. He identifies these skills as falling within four growth processes, "the
four I's": inner direction, or self-awareness; interpretation, or understanding the outside world;
instrumentation, or the acquisition of mental tools; and interaction, or the ability to relate to other
people effectively. ISBN-13: 978-0743262248
•
Teaching Students with Learning Disabilities to Use Learning Strategies, By Neil Sturomski; News
Digest, 1997
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Study Groups: http://www.studygs.net/groupprojects.htm
Group learning, or working in groups, involves shared and/or learned values, resources, and ways
of doing things. Effective groups learn to succeed by combining these factors. However, each
group, and each individual, will only be as effective as they are willing to embrace and/or respect
differences within the group.
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Complete Learning Disabilities Handbook: by Joan M. Harwell
ISBN: 0130325627.
MODULE TEN
I. OVERVIEW AND RATIONAL OF MODULE TEN
The tenth module is centered on a student being a self-advocate. It is important for every student to learn and
practice self-advocacy skills. By practicing, students can find ways to be comfortable about being an effective
advocate. Learning to be a self-advocate means knowing your rights, standing up for those rights, taking
responsibility for your life, and asking for help because you want or need it. By becoming a good selfadvocate, a person becomes more independent. High School faculty and parents often hinder students with
disabilities when they do not allow them to speak and act for themselves. Intervention must take place at the
high school level in order for students with disabilities to successfully advocate for themselves in college and
or in the workplace.
II. NEW JERSEY CORE CURRICULUM CONTENT STANDARDS
STANDARD 9.1 All students will develop awareness and planning, employability skills, and foundational
knowledge necessary for success in the workplace.
STANDARD 9.2 All students will demonstrate critical life skills in order to be functional members of society.
III. STRATEGIES
A. Students should spend class in an activity called, What Makes me Tick? Learning about their
disabilities will help the students to advocate for themselves.
B. Students will research their disability area by researching on the internet, reading books and
news journals.
C. Students will practice being a self-advocate by participating in 5 areas of their IEP by their
own IEP meetings.
D. Students will create a PowerPoint presentation with at least 5 slides, about themselves, that
will be shared at their case manager before their annual IEP review meeting.
E. Students will go over IEP summary/accommodation sheet, which has been created by the
case manager, and list any question and or concerns they might have on the
summary/accommodation sheet
F. The teacher will introduce a discussion on the understanding your learning style. If you don't
understand how you learn, you can't ask for accommodations that you need.
G. The teacher will give the students a learning styles inventory.
H. Students will get into groups, decided by the teacher, to brainstorm about their different
learning styles. Students will make a poster about all of the different styles.
I. Students should know their strengths and weaknesses and be able to verbalize them to the
appropriate person. They should write out their strengths and their weaknesses.
J. Using the information they know about their strengths and weaknesses students should write
out accommodations they might need in a specific area.
K. The teacher will introduce and ask for students who might want to participate in the New
Jersey Department of Education “Dare to Dream Student Leadership Conference.” This is a
student run conference that promotes self-advocacy.
L. Students will be asked to map out their next three (3) years in high school, which will include
possible course selections, IEP accommodations, and post-secondary goals.
M. The teacher may demonstrate/role play how a student might respectfully request (selfadvocate) seating accommodations in a classroom as referenced in their IEP.
N. The teacher will invite a member of the Child Study Team to visit the classroom to discuss the
IEP meeting process and the role of everyone at the meeting.
O. The teacher will introduce key vocabulary words for becoming an effective self-advocate.
(Accommodations, learning style, learning disability, modifications, extended time, Individual
Education Plan, processing, IDEA) These are a sample of words that can be included.
P. The students will prepare a PowerPoint presentation on one of the following, 1) My Learning
Style, 2) My Learning Disability, 3) My IEP Accommodations.
Q. Students will discuss that knowledge is the key to self-advocacy. Like anything else, the more
you know, the better you understand, and the easier it is to explain.
IV.
EVALUATION
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The students will write a short essay on their learning style, strengths and weaknesses.
The students will write out brief overview of an IEP meeting.
The student will make prepare a PowerPoint presentation for the class.
The teacher will review with students the new vocabulary words.
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V.
Students will list their accommodations.
The case manager and student will discuss self-advocacy.
The teacher will review all classroom work and class participation.
Students will read a chapter in, How Well Does Your IEP Measure up? By Diane
Twachtman-Cullen ISBN: 0966652924 January 2002.
MATERIALS
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VI.
Students Individual Education
Plan (IEP)
Students schedule
Notebook paper
File cards
Calendar
Learning Style Inventory
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Madison High School Course
Description Booklet
Pen/Pencil
Highlighter pen
Assignment pad
Student Binder
SCOPE AND SEQUENCE
This unit should span through a period of a month and should be used and after the students have
been set up with other basic learning strategies and are comfortable with their new educational
environment.
VII. TEACHER RESOURCES
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Becoming an Effective Self-Advocate / Scott L. Crouse, Ph.D.
http://www.ldpride.net/chapter10.htm
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What makes me Tick? What is needed to be a better self-advocate by Megan Doyle
http://my-ecoach.com/online/teacherguide2.php?projectid=5359
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Preparing for the Future. Graduation are you Ready? by Charles Armstrong, Parent Advocacy
Training, Springfield, VA http://www.peatc.org/Fact%20Sheets/Preparing1.PDF
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Dare To Dream Conference: The "Dare to Dream" Student Leadership Conference for High
School Students provides an opportunity for students to learn self-determination skills and
network with other students throughout the state. Participants will take part in workshops, many
led by other students, dealing with topics such as goal setting, self-discovery, student selfadvocacy, Individualized Education Program (IEP) development, and assistance with preparing
students with disabilities for post-secondary education opportunities. This is the 10th year the
conference has been held.
For More Information Contact the Public Information Office: Kathryn Forsyth, Directo Ron
Rice 609-292-1126 http://www.state.nj.us/education/news/2004/0503dare.htm
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Helping Students Develop Their IEP’s: A publication of the National Information Center for
Children and Youth with Disabilities, Jan 2002. NICHCY P.O. Box 1492, Washington, D.C.
20013
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Whose Life is it anyway? A look at person-centered planning and transition. Rehabilitation
Research and Training Center, Virginia Commonwealth University. ( A self-paced instructional
program on CD)
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Self-directed IEP kit: Sopris West, Longmont, CO. Marshall, Martin, Jerman & Maxson.
(workbooks & 2 video’s) ISBN / UPC: 1570354804
http://store.cambiumlearning.com/SearchResultsHP.aspx?searchtype=Subject&sorttype=Subject
&Query=Special%20Education
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Council for Exceptional Children: Integrating tranition planning into the IEP process. (1999)
Corbey, Stehhens, Miller.
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Who makes the choices? Student-led IEP toolkit. http://www.studentledieps.org/
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Self-determination instructional strategies for youth with learning disabilities, Journal of
Learning Disabilities (1996)
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Resources for Invovling Students in Their IEP Process. Teaching Exceptional Children
Plus (volume 3, Issue 4, March 2007)
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Transition and Self-Advocacy; By: Lynda L. West, Stephanie Corbey, Arden Boyer-Stephens, and
Bonnie Jones, et al. (1999) http://www.ldonline.org/article/7757
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Requesting Academic Accommodations; By: Sheila Graham and Ronald L. English (2001)
http://www.ldonline.org/article/6144
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Students with Disabilities Advocate Best for Themselves: 2002
http://www.ldonline.org/article/6359
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Self-Determination Lesson Plan Starters
http://www.uncc.edu/sdsp/resource_list/sd_lesson_plans.asp