Download Learning Strategies Brainstorm File

LEARNING STRATEGIES
These learning strategies were completed through a brainstorm process with learning support facilitators
and inclusive education teachers in late spring of 2013. Please use strategies and feel free to contact
Thomas or Sandra if you have additional suggestions for this list.
Mild Cognitive Delay
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cloze
pre-teaching/previewing strategies
vocabulary
highlight key ideas
chunking of materials – small successes
create opportunities for success
active listening – validate feelings and emotions
modify lessons, assignments
partner scribing
remove memorization as a requirement for success i.e. timetables
preview material i.e. vocabulary
anchor charts/make with students input
give students opportunities to present information in their most comfortable output
cognitive strategies – RCRC; RAP; RUDES; BRAG
have students peer mentor
adapted assessments (modified)
allow child to participate early in lesson
positive phrase – encouragement/reward system; structure
pre teach concepts/vocabulary
focus on strengths
mixed ability groupings
allow breaks from learning
positive reinforcement
accommodations
counselling
life skills community – help and school
pair with regular student for extra help
teach social skills in context
teach to students’ interest
audio/visual support of new materials
categorical teaching
base new learning in life experiences
high interest materials
Depression
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counselling
check in
medical plan
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build self esteem
write or record feeling
physical activity
small successes tangible
goal setting
give an activity or assignment that produces success
maintain a journal
hourly check in
have an outlet
be proactive
clear expectations
opportunity to feel successful
involvement
peer coaching/mentoring
outlet for expression chosen by student
plan with parents/student/teachers
look for possible triggers to the behaviour
improvement of self-concept
focus on internal locus of control
appropriate referrals for community support
key contact in school for student
ensure support network is expanded
build relationship
monitor carefully
art therapy
positive reinforcement
accommodations
additional vigilance by teacher; pull student into discussions regularly and often!
visualization
music therapy
ADHD – Inattention Type
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sensory activities – iPad; light box; squishes
refocus strategies – heavy work (school jobs)
specific daily routine tasks
schedules
visual reminders
sensory – relax time (breaks – quiet space)
stamina building
teach juggling – takes concentration on one activity
outdoor activity
redirections or distractions
self-monitoring strategies
chunking work expectations with reinforcement in between
body breaks/work banks
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bouncy chairs
manage the environment
open sit class
visual reminders of routines
getting attention prior to instructions
ADHD – Inattention Type
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no more than 3 instructions at one time
clear expectations
planned movement breaks
charting
cues/verbal/non-verbal
timers
offer outs – work time vs play/leisure time
quick, short instructions
self-esteem  focus
counselling
accommodations
positive reinforcement
activates with visual presentations – students have to stay focused as group moves on –
activates engage hands
OT tools (seating, lighting, fidgets)
technology
high structure/routine
self-monitoring skills
use of visual motivators/timers
check for on task behaviour
medications
provide school jobs that create movement
prioritizing work
direct instructions and tasks
peer support
yoga
brain gym/brain dance
buddy work
active listening
spend more quality time with students
colour coding schedule/plans
post-impulsive act check-in
time out to lower activity level
break assignments into short term tasks
social skills training
self-talk skills
high structure and predictable routines
Oppositional Defiant Disorder
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clearly defined structure and schedule
opportunity to make choices about learning (“this or that”; “this and then this”)
set up for success
avoid power struggles
planned ignoring
charts/letters
small steps
positive reinforcement
counselling
consistency
self-monitoring
avoid power struggles
limit competition
do not get into power struggle
engage after the issue and debrief
reward small successes; comment positively on every little good thing
medication
OT (to deal with sensory issues)
escape plans (i.e. I will need a break so I will go to …)
NVCI
routine
structure
Collaborative Problem Solving (CPS) intervention
PBS (specific planning)
train staff – give teachers the tools to be successful
rehearsal skills before environment
non-confrontational
use active listening – validate feelings
drop or change expectations
rational consequences
verbal and non-verbal reminders
do not use “no”
high interest materials
build relationship with student
Learning Disability
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self-esteem
accommodations
positive reinforcement
opportunity for public success
realistic expectations
pre-teach
peer tutoring/peer mentorship
repetition
team/goal setting
alternate presentation of materials
counselling
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small group
community life skills – well rounded
visual with verbal presentation wherever possible
use of activities for responding to questions
speech/SLP
targets skill training specific to area of need
technology  using word prediction software  word to text  reading  digital copies of
text books
peer mentoring
social skills programming
previewing activities
structure/routine
life skills
peer scribing
verbal and visual response
remove memorization pressures
modeling
copies of notes
assistive technology  computers  iPads, voice recorders
allow students to work from their strength
project-based learning
build self-esteem
Anxiety
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structure
self-monitoring skills
daily checklists
peer support – i.e. PALS
counselling
routines
meeting with students/staff early
build a relationship with an adult/advocate
active listening
build self-esteem
restructuring assignments for success
time away
voice level
music
begin with positive goals before examining areas of need
small groups
re-emphasize the importance of tests
medication
parenting classes
peer/buddy program (i.e. selective mutism)
humour
opportunities for success
self-talk strategies  relaxation  breathing  visualization
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opportunity to take a break
small successes
study skills
referral for appropriate services
allow extra time
watch child carefully for possible stress
establish a safe place and safe go to person
Asperger Syndrome
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headphones to block out distractions
reward time for student to discuss specific interests with teacher
teaching specific social skills; practice social situations
change lights in classroom
quiet room
anxiety in social situations
allow extra time to get ready for breaks, lunch time
ear plugs
routine maintained with “practiced” changes
structure
allow for movement
solid routines established daily
something to help block distractions  scents that they like  colored ball with lights for
expressing moods
role-play
technology
counselling
video games
sensory room
parenting classes
dietician
opportunities for studying areas of interest
pre-activity change-warning
social skill games at breaks / lunch hour
provide responsibility and opportunities around the school to socialize
buddy system support
sensory breaks
physical activity
student input into programming
small group
focus on self-esteem
positive reinforcement
Severe Cognitive Delay
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counselling
work program
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drama/acting class
EA support
Speech
OT
positive reinforcement
goal setting
sensory room (have student help create the environment)
technology
visual timers and cueing
modified assessments
modified curriculum
focus on functional skills – money, health, safety, personal information
realistic expectations
adaptive communication
safety
opportunity for public success
what is most important; we need to take this from this activity
allow student opportunity to identify their needs
provide more breaks
focus on skills needed daily
peer support
Autism Spectrum Disorder
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routine
opportunities for sensory regulation
movement
reinforce behavior
communications activities
picture cards
communications technology
social skills program
listening carefully
calm supportive manner
relationship building
integrate music
integrate technology
sensory creative time – water capsules; hurricanes
educate students/peers
opportunities for success
goal setting
assistive technology
comfortable/cushioned learning environment
clear expectations
very structured environment
provide transition time
coping techniques taught and practiced daily
expectations high yet within attainability
inspire peer interactions
quiet space
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quiet voices/calm approach
Fetal Alcohol Spectrum Disorder
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social skill training – games like “what would you do?
orientation strategies – schedules (visual schedules help);
build relationships
recess supervision and play skills
social stories
creative time – how do you see this? What did you hear?
“teacher outlet” someone they can see if they need
repetition
if you complete this first…then you can do this…
physical activity
pre-teach/pre-learning
counseling
positive reinforcement
focus on self-esteem
small steps
community involvement – inside and outside school
mentorship
peer modeling
make sure they have a safe environment
redirect or distract
caring gestures
modified work
peer support
visual reminders for tasks & jobs
chunking time and tasks
checklists
teacher/advocate for changing needs
clear specific directions
high support for executive functions
organizational support