Chapter 10

Strategies for Independent Learning

10-2

Independent Learning Is increasingly important as students

meet federal and state standards Occurs in several key areas:

Gaining information Storing and receiving information Retrieving and expressing

information Self-advocating Managing time

10-3

Self-Awareness and Self-Advocacy Self-awareness involves practical

expectations for students Be on time, keep track of assignments,

organize time, set goals, etc. Self-advocacy involves looking out for

themselves Self-determination (making decisions

and directing behavior to meet goals)

10-4

Self-Advocacy Training Students identify their strengths

and weaknesses Understand their potential impact

on learning Find the support they need Acquire the skills to express their

needs positively and assertively

10-5

Learning Strategies

Techniques, principles, and rules to help solve problems and complete tasks independently

10-6

Teaching Independent Learning Strategies Assess current strategy use Clarify expectations Demonstrate strategy use Encourage memorization of steps Allow guided and independent

practice Administer posttests

10-7

Learning Strategies Word identification and reading fluency Vocabulary Reading comprehension Listening and Note-taking Writing Writing technology Problem solving in math Managing time and resources

10-8

Word Identification and Reading Fluency These are strategies for figuring

out difficult words and understanding what is read

Identifying word parts in textbook reading

WARF (widen, avoid, read, flex)

10-9

Reading Comprehension These are strategies for meeting reading

demands in content-area classrooms SCROL (survey, connect, read, outline, look) PARS (preview, ask, read, summarize) CAPS (character, aim, problem, solved) SLiCK (set, look, comprehend, keep) RUDPC (read, use, decide, print, copy) POSSE (predict, organize, search, summarize,

evaluate) and reciprocal reading

10-10

Listening and Note-Taking Strategies for oral information and

directions and recording key points Give Me Five TALS (think, ask, listen, say) TASSELL (try, arrive, sit, sit, end,

look) CALL UP (copy, add, listen, listen,

utilize, put)

10-11

Writing Strategies for written expression and

proofreading POWER (plan, organize, write, edit,

revise), pattern guide and peer editing

TAG (tell, ask, give) COPS (capitalize, overall

appearance, punctuation, spelling)

10-12

Writing (cont.) WWW What=2 How=2 (who, what,

when, where, what, what, how, how) Report writing (choose, brainstorm,

organize, read, write, check) Learning spelling words (say, write

and say, check, trace, write and check)

10-13

Technology to Improve Writing These are strategies for using the

Internet to expand writing abilities Revising essays (read, find, add,

SCAN, make changes, reread) Using spell checkers - CHECK

(check, hunt, examine, changes, keep)

10-14

Problem Solving in Math STAR (search, translate, answer,

review) LAMPS (line, add, more, put, send) SLOBS (smaller, larger, cross off,

borrow, subtract) FOIL (first, outermost, innermost,

last)

10-15

Managing Time and Resources Strategies for organizing materials,

time, and information Have all necessary supplies Write down info instead of trying to

remember it Ask yourself questions about what

is due and how to get it done

10-16

How Students Use Strategies Independently

Self-instruction Self-monitoring Self-questioning

10-17

Self-Instruction Learners are taught to use

language to guide their performance

Students talk to themselves to get through a task

They identify a situation, decide what needs to be done, write steps, and follow these steps

10-18

Self-Monitoring Learners watch and check

themselves for certain behaviors They check for targeted

performances If a strategy isn’t working, they

change it

10-19

Self-Questioning Learners guide their performance

by asking themselves questions They identify behaviors or tasks,

then ask themselves if they’ve completed necessary steps

They may use checklists or index cards, or may work in pairs