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| Models and Classroom Instruction |
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Frequently Asked Questions |
| References |
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Frequently
Asked Questions Q: What can I find on this site that I can use in the classroom? Is there something I can print out and hand to teachers or students? A: The Study Skills section of the Web site has a Principles and Tips section that allows you, as a linking agent, to print out activities (which appear on one 8 1/2" x 11" sheet) that can be used in the classroom. Each of these activities is accompanied by a one-page explanation of the importance and possible uses of the activity sheet. This section of the site provides a tangible and efficient way for you, the linking agent, to show the school community the uses of this site and to immediately inform and involve teachers in the change process in helping students acquire stronger and more useful study skills. A look at the definitions page will also provide an interesting set of definitions along with examples and Web references (e.g. "mnemonics"). Q: Why is it important to teach study skills in the classroom? A: Study skills are often assumed to be intuitive processes for students. This is rarely the case. All students, especially those with disabilities, can benefit from systematic and formal instruction in study skills procedures and methods. In teaching study skills, a teacher makes his or her students aware of ways in which they can approach problem-solving as well as ways in which they can meet deadlines efficiently and effectively. Teaching students how they learn enables them to approach novel learning situations of all sorts. This is the principle of metacognition, an essential part of the learning process for students of all disciplines. Click here for more information on metacognition, or click here for research highlights in the area of study skills. Q: How do I know when my student needs a study skills intervention? A:
Students with disabilities, including students who are gifted, often
need help adopting study skills and other learning strategies. Signals
that students need help in this area may include: Q: Why do some students seem to be able to apply study skills and learning strategies automatically, while others don’t? A: Many students, both with and without disabilities, need instruction in learning how to learn. Students with mild disabilities are often included in this group because students with learning disabilities and behavior disorders are often distracted or are passive learners, meaning they don’t actively engage in school work in a way that allows them to self-monitor their understanding and progress. Sometimes this "passivity" is due to lack of motivation, since students with disabilities often have negative experiences in school. Some difficulties may be attributable to the disability. For example, students with attention deficit disorder may have difficulty focusing for extended periods of time. Some difficulties may simply result from the lack of instruction many students with disabilities have received, or from being pulled in and out of various classes and often missing essential aspects of the curriculum, especially in-depth reading. Students with disabilities often struggle to understand concepts or accomplish tasks, and this struggle can serve as a disincentive to learning. The struggle to understand the task can also dissuade the learner from envisioning alternative ways to approach the material. Most students can benefit from learning metacognitive strategies that require reflection and monitoring of learning, but students with mild disabilities may gain the most from these activities because they traditionally have trouble adopting proactive strategies and other skills that students without disabilities often develop on their own. Students having trouble with metacognition need strategies that enable them to better organize, structure, and complete their work. These strategies will foster better understanding of key concepts and facts. Q: How can I help parents and other teachers understand how these skills and strategies can be used at home and in other classes? A: The strategies and study skills recommended in this product can be applied to various subject areas and learning environments. The key is teaching a student to determine when she or he needs to apply them, and making sure she or he follows through. Meeting with parents in IEP (individualized education plan) meetings or other settings to review the strategies is essential, so that parents and teachers can encourage students to use them at home, with parental reinforcement and support. It’s important that parents understand these techniques and when they are the most applicable, so that they can effectively monitor homework, projects, and paper writing. Presenting ideas to staff can encourage other teachers to adopt similar methods. It might also be helpful to develop teams or relationships with general educators in the classroom. Modeling techniques for fellow staff can be an effective way to demonstrate the usefulness of study skills in inclusion environments. Also, techniques such as co-teaching allow special education teachers and regular education teachers to work together to facilitate access to the regular education curriculum, while also attending to necessary strategic instruction and individualized assistance. Q: How do I know when to apply the various strategies? A: Usually study skills techniques are most applicable when students are required to read for information, as they are in science and social studies classes. It’s also important to be aware of a student’s learning style, strengths, and weaknesses. For example, some students may benefit from the use of graphic organizers and concept mapping, and others from audio-taping of classroom lectures for review. Although multiple approaches may be useful, one may be more effective for some students than for others. Several strategies can be used together to create a more focused and accessible learning environment for students. For example, a teacher may want to use several techniques to teach a new topic: focusing on big ideas; using scaffolding techniques that mediate the learning process as the concepts become more complex; providing temporary supports and slowly removing these supports as a student gains confidence; using memory techniques, association building, or analyzing techniques. Students process information in various ways. Some may find it difficult to organize ideas when speaking or writing and some may have trouble using formulas and applying them at appropriate times. Some may have difficulty listening to lectures and others may have a hard time taking notes while listening. It’s important to understand the nature of a student’s disability when applying the various strategies and to continuously monitor how well the student is progressing with the use of the strategy. Q: What if my student/s don’t stick to a learning and study schedule? A: If a student is having a hard time implementing a study schedule that he or she has created, it’s possible that he or she is trying to accomplish too much in a given period of time, or that the schedule doesn’t provide the steps necessary to accomplish the task in question. Students with disabilities need not only a schedule for the work that is to be done, they also need a realistic, action-oriented plan that they can set in motion. Listing deadlines and materials can provide support for a student. Teachers may need to guide some students through the first few activities of a scheduled tasks to get the ball rolling, and then gradually reduce their support and involvement. The more specific the tasks on the schedule, the more helpful the schedule can be.
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