Set Environment

• Create rapport (when necessary, build confidence without fostering dependency ).
• Set up an atmosphere conducive to self-disclosure. (Ask student about learning style non-intrusively.)

Clarify Assignment

• Ask student to clarify the assignment (role model time planning; refer to course syllabus).

Assess Student

• Attend to clues about how the student learns. The student is the best resource regarding his or her processing style. A problem can take place in any one of the communication phases or processing areas listed below while the other areas are intact.
• Consider the communication model (phase of mental act): 1. reception; 2. elaboration (comprehending, reasoning, synthesizing, analysing, etc.); 3. expression (verbal or written)
• Which processing areas required by the assignment are strengths & which are deficits? Remember the student is usually an excellent source of information regarding how s/he learns.
• When planning a lesson or analyzing an assignment, ask the question "What is required by this lesson?" Feuerstein's Cognitive Map aids in the categorization & definition of the components of mental acts. See if student performance improves by altering one or more of the variables. Gradually form a ladder from where the student is to the required level.

Learning Strategy

• Ask questions to lead student to discover logic of subject (encourage student to think like an economist, biologist, author, mathematician, counselor, etc.)
• Provide a systematic structure for learning; make organization overt:
  • University of Kansas Model (8 steps): pretest and obtain commitment to learn, describe, model, verbal rehearsal, controlled practice & feedback, grade-appropriate practice & feedback, posttest and obtain commitment to generalize, generalization: orientation, activation, maintenance
  • Adaptation: find out where student is, explain and model strategy, practice with easier material if possible, and then move into grade-appropriate practice, set up for transfer or use in other settings.
• Choose a strategy. Egs.: TOWER for writing; math study guide; time management; study skills.
• Use a multi-modality presentation style:
  • present information in strong modality
  • compensate for student's weak area
    • write steps down to compensate for auditory, visual-motor and memory deficits
    • allow time for verbal formulation to compensate for oral language deficits
• Individualize (suggest focus on areas: i.e. syntax, sentence combining, vocabulary, problem solving methods, outlining, notetaking, test preparation, memory, etc.).
• Research has shown the quality of feedback is the most important factor in promoting student learning.

Evaluate & Extend

• Evaluate how strategy worked; set student up for transfer by planning when strategy could be used (orientation). Acknowledge effort made and benefits gained by continued practice.
• Summarize important points & ideas for future.
  
  RETURN TO FACULTY PAGE
  RETURN TO MAIN MENU