· Students need to perform independently in five key areas: gaining information, storing and retrieving information, expressing information, self-advocating, and managing time.
- Resource: http://www.ldpride.net/selfadvocacy.htm
- This is a great website that I found that is a self-advocacy learning manual. It has a character that is called “detective learner” and he helps explain all about learning disabilities and how students can self-advocate for themselves. It is an excellent resource because it is geared towards children and explains the terms in words that they can understand.
· Self-advocacy is an important part of self-determination, or the ability to make decisions and direct behavior so that the desired goals are achieved.
· Learning Strategies are techniques, principles, and rules that enable a student to learn to solve problems and complete tasks independently.
· Remember that just telling students the steps of a learning strategy is not enough. Letting students watch you perform the strategy and then carefully guiding students as they learn to perform it are essential.
· Reciprocal teaching is a way to teach students to comprehend reading material by providing them with teacher and peer models of thinking behavior and then allowing them to practice these thinking behaviors with their peers.
- Resource: http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk38.htm
- This is a website that provides basic information about reciprocal teaching, including the definition of it, the purpose, and the research from it. It offers valuable information and is very useful when you are looking to familiarize yourself with reciprocal teaching.
· The Give me Five strategy focuses students’ attention on five body parts in order to improve their listening skills: eyes on the speaker, mouth quiet, body still, ears listening, and hands free.
· A pattern guide is a graphic organizer designed to help students organize their papers.
· For peer editing, several steps are followed. First the writer reads the paper to a peer editor while the editor listens. The peer editor then summarizes the paper. Next, the editor evaluates the paper, sharing with the writer an analysis of salient features of the writing that might guide a revision or lead to improvement. Then the peer editor and the writer brainstorm ways to improve the paper.
- Resource: http://www.timesaversforteachers.com/freeforms/peereditingform.pdf
- This is a PDF document that is an actual sample of a peer editing form. You can simply print this out and give to your students to promote classmate peer editing.
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