Chapter 10  Strategies for Independent Learning
Independent Learning <ul><li>Is increasingly important as students meet federal and state standards </li></ul><ul><li>Occu...
Self-Awareness and  Self-Advocacy <ul><li>Self-awareness involves practical expectations for students  </li></ul><ul><ul><...
Self-Advocacy Training <ul><li>Students identify their strengths and weaknesses </li></ul><ul><li>Understand their potenti...
Learning Strategies <ul><li>Techniques, principles, and rules to help solve problems and complete tasks independently </li...
Teaching Independent Learning Strategies <ul><li>Assess current strategy use </li></ul><ul><li>Clarify expectations </li><...
Learning Strategies   <ul><li>Word identification and reading fluency  </li></ul><ul><li>Vocabulary  </li></ul><ul><li>Rea...
Word Identification and Reading Fluency <ul><li>These are strategies for figuring out difficult words and understanding wh...
Reading Comprehension <ul><li>These are strategies for meeting reading demands in content-area classrooms  </li></ul><ul><...
Listening and Note-Taking <ul><li>Strategies for oral information and directions and recording key points  </li></ul><ul><...
Writing <ul><li>Strategies for written expression and proofreading  </li></ul><ul><li>POWER (plan, organize, write, edit, ...
Writing (cont.) <ul><li>WWW What=2 How=2 (who, what, when, where, what, what, how, how) </li></ul><ul><li>Report writing (...
Technology to Improve Writing <ul><li>These are strategies for using the Internet to expand writing abilities </li></ul><u...
Problem Solving in Math <ul><li>STAR (search, translate, answer, review)  </li></ul><ul><li>LAMPS (line, add, more, put, s...
Managing Time and Resources <ul><li>Strategies for organizing materials, time, and information  </li></ul><ul><li>Have all...
How Students Use Strategies Independently <ul><li>Self-instruction </li></ul><ul><li>Self-monitoring </li></ul><ul><li>Sel...
Self-Instruction <ul><li>Learners are taught to use language to guide their performance </li></ul><ul><li>Students talk to...
Self-Monitoring <ul><li>Learners watch and check themselves for certain behaviors </li></ul><ul><li>They check for targete...
Self-Questioning <ul><li>Learners guide their performance by asking themselves questions </li></ul><ul><li>They identify b...
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10 independent learning for class

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10 independent learning for class

  1. 1. Chapter 10 Strategies for Independent Learning
  2. 2. Independent Learning <ul><li>Is increasingly important as students meet federal and state standards </li></ul><ul><li>Occurs in several key areas: </li></ul><ul><ul><li>Gaining information </li></ul></ul><ul><ul><li>Storing and receiving information </li></ul></ul><ul><ul><li>Retrieving and expressing information </li></ul></ul><ul><ul><li>Self-advocating </li></ul></ul><ul><ul><li>Managing time </li></ul></ul>
  3. 3. Self-Awareness and Self-Advocacy <ul><li>Self-awareness involves practical expectations for students </li></ul><ul><ul><li>Be on time, keep track of assignments, organize time, set goals, etc. </li></ul></ul><ul><li>Self-advocacy involves looking out for themselves </li></ul><ul><ul><li>Self-determination (making decisions and directing behavior to meet goals) </li></ul></ul>
  4. 4. Self-Advocacy Training <ul><li>Students identify their strengths and weaknesses </li></ul><ul><li>Understand their potential impact on learning </li></ul><ul><li>Find the support they need </li></ul><ul><li>Acquire the skills to express their needs positively and assertively </li></ul>
  5. 5. Learning Strategies <ul><li>Techniques, principles, and rules to help solve problems and complete tasks independently </li></ul>
  6. 6. Teaching Independent Learning Strategies <ul><li>Assess current strategy use </li></ul><ul><li>Clarify expectations </li></ul><ul><li>Demonstrate strategy use </li></ul><ul><li>Encourage memorization of steps </li></ul><ul><li>Allow guided and independent practice </li></ul><ul><li>Administer posttests </li></ul>
  7. 7. Learning Strategies <ul><li>Word identification and reading fluency </li></ul><ul><li>Vocabulary </li></ul><ul><li>Reading comprehension </li></ul><ul><li>Listening and Note-taking </li></ul><ul><li>Writing </li></ul><ul><li>Writing technology </li></ul><ul><li>Problem solving in math </li></ul><ul><li>Managing time and resources </li></ul>
  8. 8. Word Identification and Reading Fluency <ul><li>These are strategies for figuring out difficult words and understanding what is read </li></ul><ul><li>Identifying word parts in textbook reading </li></ul><ul><li>WARF (widen, avoid, read, flex) </li></ul>
  9. 9. Reading Comprehension <ul><li>These are strategies for meeting reading demands in content-area classrooms </li></ul><ul><li>SCROL (survey, connect, read, outline, look) </li></ul><ul><li>PARS (preview, ask, read, summarize) </li></ul><ul><li>CAPS (character, aim, problem, solved) </li></ul><ul><li>SLiCK (set, look, comprehend, keep) </li></ul><ul><li>RUDPC (read, use, decide, print, copy) </li></ul><ul><li>POSSE (predict, organize, search, summarize, evaluate) and reciprocal reading </li></ul>
  10. 10. Listening and Note-Taking <ul><li>Strategies for oral information and directions and recording key points </li></ul><ul><li>Give Me Five </li></ul><ul><li>TALS (think, ask, listen, say) </li></ul><ul><li>TASSELL (try, arrive, sit, sit, end, look) </li></ul><ul><li>CALL UP (copy, add, listen, listen, utilize, put) </li></ul>
  11. 11. Writing <ul><li>Strategies for written expression and proofreading </li></ul><ul><li>POWER (plan, organize, write, edit, revise), pattern guide and peer editing </li></ul><ul><li>TAG (tell, ask, give) </li></ul><ul><li>COPS (capitalize, overall appearance, punctuation, spelling) </li></ul>
  12. 12. Writing (cont.) <ul><li>WWW What=2 How=2 (who, what, when, where, what, what, how, how) </li></ul><ul><li>Report writing (choose, brainstorm, organize, read, write, check) </li></ul><ul><li>Learning spelling words (say, write and say, check, trace, write and check) </li></ul>
  13. 13. Technology to Improve Writing <ul><li>These are strategies for using the Internet to expand writing abilities </li></ul><ul><li>Revising essays (read, find, add, SCAN, make changes, reread) </li></ul><ul><li>Using spell checkers - CHECK (check, hunt, examine, changes, keep) </li></ul>
  14. 14. Problem Solving in Math <ul><li>STAR (search, translate, answer, review) </li></ul><ul><li>LAMPS (line, add, more, put, send) </li></ul><ul><li>SLOBS (smaller, larger, cross off, borrow, subtract) </li></ul><ul><li>FOIL (first, outermost, innermost, last) </li></ul>
  15. 15. Managing Time and Resources <ul><li>Strategies for organizing materials, time, and information </li></ul><ul><li>Have all necessary supplies </li></ul><ul><li>Write down info instead of trying to remember it </li></ul><ul><li>Ask yourself questions about what is due and how to get it done </li></ul>
  16. 16. How Students Use Strategies Independently <ul><li>Self-instruction </li></ul><ul><li>Self-monitoring </li></ul><ul><li>Self-questioning </li></ul>
  17. 17. Self-Instruction <ul><li>Learners are taught to use language to guide their performance </li></ul><ul><li>Students talk to themselves to get through a task </li></ul><ul><li>They identify a situation, decide what needs to be done, write steps, and follow these steps </li></ul>
  18. 18. Self-Monitoring <ul><li>Learners watch and check themselves for certain behaviors </li></ul><ul><li>They check for targeted performances </li></ul><ul><li>If a strategy isn’t working, they change it </li></ul>
  19. 19. Self-Questioning <ul><li>Learners guide their performance by asking themselves questions </li></ul><ul><li>They identify behaviors or tasks, then ask themselves if they’ve completed necessary steps </li></ul><ul><li>They may use checklists or index cards, or may work in pairs </li></ul>

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