Facilitator’sGuide€¦ · teachers are using strategies instruction to improve learning for all...

Facilitator’s Guide

Association for Supervision and Curriculum DevelopmentAlexandria, Virginia USA

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About the DevelopersThis guide was developed by Cynthia Warger, an educational consultant specializing inspecial education with Warger, Eavy, and Associates, Reston, Virginia; with guidancefrom Karen Harris and Steve Graham, Professors of Special Education at the Universityof Maryland, College Park; Don Deshler, Director of the Center for Research onLearning, University of Kansas, Lawrence; and Leslie J. Kiernan, Video Producer andProgram Manager, ASCD.

The video program was produced by ASCD.We gratefully acknowledge the support and participation of the Montgomery CountyPublic Schools, Rockville, Maryland, and the Topeka Public Schools, Topeka, Kansas.

ASCD Staff

Video ProductionLeslie J. Kiernan, Producer and WriterCarolyn Pool, Development Team MemberKathleen Burke, Development Team MemberSunni Kim, Project Assistant

Manual ProductionGary Bloom, Director, Design and Production ServicesMary Beth Nielson, Manager, Editorial ServicesAmy Eckman, Associate EditorKaren Monaco, Senior Graphic DesignerWilliam K. Demmons, Desktop Publishing SpecialistVivian Coss, Production Specialist

ASCD is a diverse, international community of educators, forging covenants inteaching and learning for the success of all learners. Founded in 1943, ASCD is anonpartisan, international education association with headquarters in Alexandria,Virginia.

ASCD publications present a variety of viewpoints. The views expressed or implied inthe video program and manual should not be interpreted as official positions of theAssociation.

Copyright © 2002 by the Association for Supervision and Curriculum Development,1703 North Beauregard Street, Alexandria, VA 22311-1714 USA. All rights reserved.Materials in the Handouts and Overheads and Resources and Readings sections of thismanual are intended for use in face-to-face workshops designed as part of this videostaff development program. For this purpose, materials in these sections of the guidemay be reproduced. Any other use of these materials is prohibited, unless writtenpermission is granted by ASCD.

Association for Supervision and Curriculum DevelopmentTelephone: 1-800-933-2723, or 1-703-578-9600Fax: 1-703-575-5871E-mail: [email protected]: http://www.ascd.org

ASCD Stock Nos.: Entire Series, 402084; Facilitator’s Guide, 402084FG; Tape 1,402085; Tape 2, 402086.ISBN Nos.: Entire Set: 0-87120-668-4, Facilitator’s Guide: 0-87120-671-4; Tape 1:0-87120-669-2; Tape 2: 0-87120-670-6.

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IntroductionBackground Information . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Assumptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Purpose of the Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6About the Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Series Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Role of the Workshop Facilitator . . . . . . . . . . . . . . . . . . . . . . . 8

WorkshopsPreface to Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Special Note About Group Facilitation . . . . . . . . . . . . . . . . . . . 13Self-Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Workshop 1: Adjusting for Learner Needs (Overview) . . . . . . . . . . . 15Workshop 2: Adjusting for Learner Needs (Interactive Workshop) . . . . . 20Workshop 3: Using Learning Strategies (Overview). . . . . . . . . . . . . 30Workshop 4: Using Learning Strategies (Interactive Workshop) . . . . . . 34

Handouts and OverheadsHandout 1 Characteristics of Students with

Learning Disabilities—Part 1 . . . . . . . . . . . . . . . . 45Handout 2 Characteristics of Students with

Learning Disabilities—Part 2 . . . . . . . . . . . . . . . . 47Handout 3 Video Viewing Guide . . . . . . . . . . . . . . . . . . . . 49Handout 4 Practices and Accommodations . . . . . . . . . . . . . . . 51Handout 5 Symbol Reading Challenge—Part 1 . . . . . . . . . . . . . 53Handout 6 Symbol Reading Challenge—Part 2 . . . . . . . . . . . . . 55Handout 7 Teachers’ Responsibilities . . . . . . . . . . . . . . . . . . 57Handout 8 Anticipate Difficulties . . . . . . . . . . . . . . . . . . . . 59Handout 9 Instructional Prerequisites . . . . . . . . . . . . . . . . . . 61Handout 10 Reflections on the Video. . . . . . . . . . . . . . . . . . . 63Handout 11 Accommodations . . . . . . . . . . . . . . . . . . . . . . 65Handout 12 Making Accommodations . . . . . . . . . . . . . . . . . . 67Handout 13 Video Viewing Guide . . . . . . . . . . . . . . . . . . . . 69Handout 14 Elements of Strategies Instruction . . . . . . . . . . . . . . 71Handout 15 Using Strategies Instruction . . . . . . . . . . . . . . . . . 73Handout 16 What’s a Strategy? . . . . . . . . . . . . . . . . . . . . . . 75Handout 17 Examples of Strategies . . . . . . . . . . . . . . . . . . . 77Handout 18 Tips for Designing and Evaluating a Strategy . . . . . . . . 81Handout 19 Viewing Journal . . . . . . . . . . . . . . . . . . . . . . . 83Handout 20 Modeling Scripts. . . . . . . . . . . . . . . . . . . . . . . 85Overhead 1 Objectives of the Workshop . . . . . . . . . . . . . . . . . 89

TeachingStudents withLearningDisabilities inthe RegularClassroom

Overhead 2 Characteristics of Students with Learning Disabilities . . . 90Overhead 3 Categorizing Characteristics of Students

with Learning Disabilities . . . . . . . . . . . . . . . . . . 91Overhead 4 Characteristics Affecting Learning . . . . . . . . . . . . . 92Overhead 5 Definition of a Learning Disability . . . . . . . . . . . . . 93Overhead 6 IDEA Provisions that Support Student Participation

in the General Curriculum . . . . . . . . . . . . . . . . . . 94Overhead 7 Terms to Know. . . . . . . . . . . . . . . . . . . . . . . . 95Overhead 8 Assumptions About Accommodations . . . . . . . . . . . 96Overhead 9 Practices and Accommodations . . . . . . . . . . . . . . . 97Overhead 10 Accommodations We Plan to Use Immediately . . . . . . . 98Overhead 11 Objectives of the Workshop . . . . . . . . . . . . . . . . . 99Overhead 12 Symbol Reading Challenge . . . . . . . . . . . . . . . . 100Overhead 13 Learning Disabilities Web . . . . . . . . . . . . . . . . . 101Overhead 14 Areas of Difficulty . . . . . . . . . . . . . . . . . . . . . 102Overhead 15 Teachers’ Responsibilities . . . . . . . . . . . . . . . . . 103Overhead 16 Anticipate Needs Depending on the Instructional Task . . 104Overhead 17 Reflections on the Video . . . . . . . . . . . . . . . . . . 105Overhead 18 Accommodations—Part 1 . . . . . . . . . . . . . . . . . 106Overhead 19 Accommodations—Part 2 . . . . . . . . . . . . . . . . . 107Overhead 20 Objectives of the Workshop . . . . . . . . . . . . . . . . 108Overhead 21 Descriptions . . . . . . . . . . . . . . . . . . . . . . . . 109Overhead 22 Aspects of Strategies Instruction . . . . . . . . . . . . . . 110Overhead 23 Objectives of the Workshop . . . . . . . . . . . . . . . . 111Overhead 24 Develop a Strategy for . . . . . . . . . . . . . . . . . . . . 112Overhead 25a Tips for Designing a Strategy . . . . . . . . . . . . . . . 113Overhead 25b Tips for Evaluating a Strategy . . . . . . . . . . . . . . . 114Overhead 26 Elements of Strategies Instruction . . . . . . . . . . . . . 115Overhead 27a Elements of Strategies Instruction—Part 1. . . . . . . . . 116Overhead 27b Elements of Strategies Instruction—Part 2. . . . . . . . . 117Overhead 27c Elements of Strategies Instruction—Part 3. . . . . . . . . 118Overhead 28 Self-Regulation Strategies . . . . . . . . . . . . . . . . . 119Overhead 29 Types of Self-Regulation Strategies . . . . . . . . . . . . 120Overhead 30 Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . 121Overhead 31 POW and Story Writing Strategies . . . . . . . . . . . . . 122Overhead 32 Guidelines for Strategies Instruction . . . . . . . . . . . . 123Overhead 33 Implementation Issues . . . . . . . . . . . . . . . . . . . 124

Readings and ResourcesReading 1 “Learning Disabilities,” by the National Information

Center for Children and Youth with Disabilities . . . . . . 127Reading 2 “What Do I Do Now? A Teacher’s

Guide to Including Students with Disabilties,”by M. F. Giangreco . . . . . . . . . . . . . . . . . . . . . 129

Reading 3 “School Accommodations and Modifications,”by the PACER Center . . . . . . . . . . . . . . . . . . . 133

Reading 4 Excerpted from “Enhance Learning,”by the Baltimore City Public School System . . . . . . . 137

Reading 5 Excerpted from “Making Assessment Accommodations,”by the ASPIIRE and ILIAD Partnership Projects . . . . . 143

Reading 6 “Teaching Students with Learning Disabilities toUse Learning Strategies,”by the National Information Centerfor Children and Youth with Disabilities . . . . . . . . . . 153

Reading 7 “Strengthening the Second ‘R’: Helping Students withDisabilities Prepare Well-written Compositions,”by the U.S. Office on Special Education . . . . . . . . . . 164

Reading 8 Excerpted from “Writing and Self-Regulation:Cases from the Self-Regulated Strategy DevelopmentModel,” by S. Graham, K. R. Harris, and G. A. Troia . . . 168

Reading 9 Excerpted from The LINCS Vocabulary Strategy,by E. S. Ellis . . . . . . . . . . . . . . . . . . . . . . . . 176

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180

Introduction

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BackgroundInformation

A pproximately five to seven percent of U.S. students have learningdisabilities, and the majority of these students are educated in

general education classrooms. Although students with disabilities have adiverse range of cognitive, affective, and behavioral characteristics, mosthave one thing in common—learning poses many difficulties for them.Without effective instructional support, many students with learning dis-abilities will experience gaps in knowledge, poorly developed skills, andinadequate strategies for learning. Social interactions may pose chal-lenges as well.

Over the last ten years, research has focused on identifying effectiveinstructional approaches that meet the needs of students with learningdisabilities. In fact, we know a lot about what works for these students.

In general, we know that many students with learning disabilities cannotlearn successfully without additional support. They benefit from instruc-tion that is structured and explicit. Teachers who are systematic and planwith students’ needs and characteristics in mind have a higher probabilityof helping students with disabilities achieve success as learners. Weknow that students with learning disabilities tend to learn better wheninstruction is differentiated and flexible. These students benefit from asupportive classroom environment, one in which instruction takes intoaccount students’ individual needs and strengths.

Effective instructional approaches, such as strategies instruction,peer-mediated instruction, and use of technology—to name a few—alsocan help students with learning disabilities acquire important knowledgeand skills. Research has shown, however, that while these instructionalpractices benefit students with learning disabilities, more intensive andscaffolded instruction also may be necessary for them to be successful.These students typically need more specialized support to achieve to theirlearning potential. This being the case, what can classroom teachers do tosupport student learning?

First, teachers can make appropriate instructional accommodations toensure that students are able to access the curriculum. An accommoda-tion involves adjusting the delivery of instruction or method of studentperformance. It does not change the content or conceptual difficulty ofthe curriculum. For example, a student who wears eyeglasses would notbe expected to perform a task without them. Wearing the glasses does notchange the task, it simply allows the student to show what he knows.Similarly, a teacher can help a student who is highly distractible to focus

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on the same activity sheet as her peers by allowing her to work in a studycarrel.

Accommodations respond to a student’s need and do not give the studentan unfair advantage. As such, accommodations enable students to partici-pate in instruction and show what they know without being impeded bytheir disability.

Second, teachers can support student learning by providing instructionalpractices that have been proven effective for students with learning dis-abilities. Cognitive strategies instruction—which will be referred tothroughout this facilitator’s guide simply as strategies instruction—is oneexample. A strategy is a person’s approach to performing a task. Strat-egies instruction refers to the process of helping students becomeself-regulated learners, individuals who know to use learning strategieseffectively.

The research is replete with studies showing the effectiveness of strate-gies instruction across all grades and subject areas in helping studentsdevelop skills, acquire content knowledge, and learn strategies essentialfor performing academic tasks. Research also has shown that whenteachers tailor strategies instruction to the individual needs of studentswith learning disabilities, their achievement improves. Given that manystudents with learning disabilities spend most of their time in generaleducation classrooms, approaches that can be integrated into the generalcurriculum—such as strategies instruction—hold particular promise forbetter meeting the needs of these students.

This video-based professional development series is designed for teach-ers who want to accommodate a wide range of student learning needs. Itprovides a practical overview of how classroom teachers can help stu-dents with learning disabilities succeed in the general curriculum. Theseries shows how teachers can make instructional adjustments for stu-dents with learning disabilities. It also takes a look at how classroomteachers are using strategies instruction to improve learning for all oftheir students, including those with learning disabilities.

The series also examines how collaboration can play a major role in pro-viding classroom teachers with the support they need to carry out morespecialized instruction for students with learning disabilities. Implemen-tation of these instructional practices is enhanced through collaborativepartnerships with special education teachers, related services personnel,administrators, families, paraeducators, volunteers, and the studentsthemselves.

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As you work through the materials, keep in mind that every student hasunique needs and strengths. No one method of instruction can adequatelyaddress the wide range of characteristics of the students in today’s class-rooms. The challenge for teachers lies in acknowledging and understand-ing students’ needs so that they may select instructional practices thatenable students to overcome obstacles and become engaged and success-ful learners. The instructional approaches presented in the videos andfacilitator’s guide are offered as tools that classroom and special educa-tion teachers may collaboratively draw on when supporting achievementfor students with diverse learning and behavioral needs.

AssumptionsThis program is based on the following assumptions:

• Students with learning disabilities may have difficulties in learningand cognition (e.g., memory difficulties, attention difficulties), inaffective areas (e.g., attitudes, beliefs, emotions, and motivation), andin behavioral areas (e.g., organization difficulties, hyperactivity,impulsivity, and withdrawal). These characteristics interfere withtheir ability to acquire knowledge, skills, and strategies, as well aswith their ability to interact socially.

• Students with learning disabilities are a heterogeneous group, with arange of learning strengths and needs. It is not uncommon for stu-dents with learning disabilities also to be gifted or high-achievingstudents or to have ADHD.

• Students with learning disabilities often need more structured,scaffolded instruction to succeed.

• Instruction for students with learning disabilities should becriterion-based—that is, students stay with a concept or skill untilthey learn it—rather than time-based, in which students move ontothe next skill or topic regardless of whether they have mastered it.

• Strategies instruction is a research-based instructional approach thathas been proven effective for all students. When used in the regularclassroom, students with learning disabilities may need additional,more intensive instruction and practice to master a strategy.

• Self-regulation procedures enhance strategies instruction for studentswith disabilities. These strategies (e.g., goal setting, self-instructions,self-monitoring, and self-evaluation) should be explicitly taught inconjunction with strategy instruction for students who need them.

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• Collaboration between special educators and classroom teachers isessential to ensuring that curriculum and instruction address students’learning needs.

Purpose ofthe Series

T eaching Students with Learning Disabilities in the Regular Class-room is designed to help teachers

• Understand and reflect on the learning needs of students with learn-ing disabilities.

• Reflect on their roles and responsibilities related to teaching studentswith learning disabilities in general education classrooms.

• Identify instructional adjustments that may enable students withlearning disabilities to participate successfully in lessons.

• Become aware of how strategies instruction may help students withlearning disabilities progress through the general curriculum.

• Become aware of how classroom teachers and special educators cancollaborate to provide effective strategies instruction for all students.

The workshops are designed to provide practical ideas for teaching stu-dents with learning disabilities in general education classrooms. Theyalso give participants a forum for sharing their ideas and reflections withcolleagues.

About theSeries

T his video-based professional development series consists of two vid-eotapes and a facilitator’s guide. Tape 1 presents an overview of

the learning needs of students with learning disabilities and offers sug-gestions for making instructional adjustments in the classroom. Tape 2focuses on how teachers may use strategies instruction to ensure that stu-dents with learning disabilities succeed academically. This facilitator’sguide includes detailed agendas and activities for workshops, as well ashandouts, blackline masters for overhead transparencies, suggestions forfurther study, and additional readings.

Two workshop formats are provided for each videotape. The first work-shop format is a short session designed to give participants an opportu-nity to view the video program in its entirety and to reflect on and sharebroad reactions to and perspectives about the issues addressed. The sec-ond workshop format is a full-day session with activities designed to

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deepen participants’ understanding of specific issues and instructionalstrategies related to teaching students with learning disabilities in generaleducation classrooms.

The facilitator’s guide is designed as a planning resource. Use the work-shop activities and discussion questions included here as a starting point.Although the workshops are ready to present, most likely you will wantto adapt and modify them to meet the needs and interests of your partici-pants. At a minimum, encourage participants to raise their own questionsbased on the particular needs and concerns of their school, district, orcommunity.

This guide is organized in four sections:

• Introduction. This section presents an overview of the research find-ings on students with learning disabilities and their needs as learners.It also includes a description of the video series and workshopformats.

• Workshops. This section provides agendas, materials, and informa-tion the facilitator will need to plan and conduct two types of profes-sional development sessions for each videotape in the series.

• Handouts and Overheads. This section consists of the materials tobe duplicated and distributed to participants in each workshop. Thematerials include camera-ready blackline masters for overhead trans-parencies that are incorporated within the various workshop sessions.

• Readings and Resources. This section includes a select collection ofreadings and a list of resources on instructing students with learningdisabilities in general education classrooms that may be duplicatedand distributed to workshop participants.

SeriesObjectives

A fter viewing the two videos and participating in the workshops,participants should be able to

• Describe how selected characteristics associated with students withlearning disabilities may be addressed instructionally in order for stu-dents to succeed in the curriculum.

• Explain the classroom teacher’s roles and responsibilities related toteaching students with learning disabilities.

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• Identify instructional adjustments that may support the academicsuccess of students with learning disabilities.

• Describe the basic instructional elements of strategies instruction,how the approach may be used to help students with learning disabil-ities, and generate a plan for implementing it in the classroom.

• Reflect on their own growth in addressing the instructional and learn-ing needs of students with learning disabilities.

Role of theWorkshopFacilitator

Whether you decide simply to show the videotapes to a group or toconduct the workshops outlined in the next section, preparation is

key to success. Become thoroughly familiar with the video program andfacilitator’s materials. Your background, knowledge, and outside readingwill give you a strong base for discussion. As a facilitator, you have sev-eral major responsibilities:

Read and View the Materials

• Read the facilitator’s guide and other reference materials.

• View the videotapes. As you preview them, you may want to recordthe tape counter numbers for the beginning of each section or exam-ple to use as a reference during the workshops.

Prepare the Program Activities

• Select the workshop format that is most appropriate for youraudience.

• Select the workshop activities you will use and modify them, if nec-essary, to meet the needs of participants.

• Review the sample agendas included in this guide. Plan the agendafor your workshop, including workshop objectives. Assign times toeach activity, including breaks.

• Arrange for refreshments.

• Consider how lunch will be orchestrated if you will be conducting anall-day workshop. For example, if participants are on their own forlunch, make sure food establishments are in close proximity and thatenough time has been allotted to this activity.

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Check the Room and Seating

• Reserve a room large enough to arrange seats in a way that is condu-cive to group discussion and watching the video.

• Arrange for an adequate number of comfortable seats.

• Locate the restrooms and telephones if you will be working in anunfamiliar location.

Arrange for Equipment

• Arrange for the use of a VCR and monitor. (A 23- or 25-inch moni-tor is adequate for a group of 25 or fewer participants.) Check thevideo equipment to ensure that it works. Check the electrical outletsin the room to make sure they work. Have on hand any necessaryextension cords or adapters.

• Arrange for the use of an overhead projector, screen, and a writingsurface (e.g., blank transparencies, flip chart, chalkboard). Make sureyou have the right kind of pens or markers for the surfaces youchoose.

• Identify a contact person who can troubleshoot any problems the dayof the workshop.

Prepare Materials

• Duplicate the handouts and readings from this guide that you intendto distribute to participants. If you plan to distribute other materials,make sure you comply with all copyright policies.

• Make transparencies from the blackline masters. Photocopy any youalso want to use as handouts.

• Gather chart paper, masking tape for posting chart paper on thewalls, and felt-tip markers.

Announce the Workshop

• Publish a flyer that specifies the time, day, date, and location for theworkshop.

• Contact everyone who will be involved in the workshop. If appropri-ate to your situation, invite parents, community leaders, andbusinesspeople.

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Workshops


Preface toWorkshops

Each of the two videotapes in this series is accompanied by twoworkshops:

• Short session lasting approximately 90 minutes. These sessions(Workshops 1 and 3) are designed for viewing an entire video andconsidering a few general questions to guide reflection on the videoand to elicit reactions. These sessions may be useful in providing anoverview of the topics for a group of educators.

• Long session lasting a full day (e.g., 6 ½ hours). These longer ses-sions (Workshops 2 and 4) are intended for more in-depth explora-tion of topics. They are more interactive in nature and are well suitedto being presented in full-day sessions or two half-day sessions.

It also is possible to develop a full-day workshop that uses both of thevideos and a portion of the materials in the facilitator’s guide related toeach of the videos. This arrangement might be particularly helpful if youhave limited staff development time and need participants to see a rangeof possible approaches for supporting the academic success of studentswith learning disabilities.

The sequence of videos and workshops is as follows:

Workshop 1 (95 minutes)—an overview of Tape 1: Adjusting for LearnerNeeds.

Workshop 2 (6 ¾ hours)—an interactive workshop on Tape 1: Adjustingfor Learner Needs.

Workshop 3 (90 minutes)—an overview of Tape 2: Using LearningStrategies.

Workshop 4 (6 ½ hours)—an interactive workshop on Tape 3: UsingLearning Strategies.

Special NoteAbout GroupFacilitation

The workshops are designed to have participants work on activities in avariety of groupings. Groups may be organized based on like teaching

assignments, varied teaching assignments, or at random.

As a facilitator, encourage participants to let you know when alternativegrouping arrangements may better serve their needs. For example, if youknow you have several teachers who have more expertise and experienceworking with students with learning disabilities, you may want to group

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them together for some activities to share ideas at a more in-depth leveland distribute them among groups for other activities to share theirexpertise with teachers who have less knowledge about learning disabili-ties. You also can offer participants the chance to work alone at any pointrather than with a group. In any case, be sure to let participants know thatthe sessions are designed to accommodate their various needs, and invitethem to help you do that even more effectively.

Self-Study This series also may be used for self-study. If you use the materials inthis way, follow the same sequence of activities and reference the

same materials used in the workshops. Substitute journal entries for thegroup discussion and activities; take some time to reflect on the questionor issue that is raised and record your thoughts. Conclude each workshopwith an entry on any new insights you have gained or questions you haveon helping students with learning disabilities achieve in the generalcurriculum.

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Workshop 1Adjusting for Learner Needs (Overview)This session explores the learning characteristics of students with learn-ing disabilities and summarizes how teachers might address their learn-ing needs in the classroom. It invites participants to reflect on their ownclassroom practices. Use the following agenda for this session, or vary itto suit your specific needs.

Agenda and Time Guide: Workshop 1

Activity Minutes

Introduction 20–25

View Tape 1: Adjusting for Learner Needs 40

Reflection 25

Wrap-Up 10

Total Approximate Workshop Time 1 hour, 35 minutes

Workshop MaterialsFor this workshop, you will need

• Overheads 1–10.

• Handouts 1–4.

• Readings 1–5.

• Other materials including blank overhead transparencies, flip chartpaper, and markers.

Introduction (20–25 Minutes)1. Welcome all participants. Introduce yourself and explain your role as

workshop facilitator. As the facilitator, you will guide the groupthrough the workshop to help them meet the workshop objectives.

2. Depending on the size of the group and whether the participantsknow each other, you may want to include time for participants tointroduce themselves individually. In addition to having each partici-pant state his name and other standard information (e.g., title, loca-tion of work, years in the profession) ask participants to

• Indicate if they currently are teaching students with learning dis-abilities and to summarize their past experience with thesestudents.

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Facilitator’s Note

Providing folders with all mate-rials inside is an efficient way todistribute handouts and otherresources. You also may wish toprovide name badges. Beforeparticipants arrive, write the ob-jectives for the workshop on flipchart paper, or use Overhead 1,Objectives of the Workshop.


If you want to extend yourknowledge about teaching stu-dents with learning disabilitiesbefore you facilitate this work-shop, refer to the resource list inthe Readings and Resources sec-tion for suggested publications,Web sites, and organizations.You may also want to copy theresource list as a handout forworkshop participants.

• Briefly share one thing they do to ensure the success of studentswith learning disabilities in their classrooms.

3. Present the objectives for this overview workshop as written on theflip chart or on Overhead 1.

4. Depending on the group’s level of experience teaching students withlearning disabilities, you may want to provide them with a basicoverview. Distribute Handout 1, Characteristics of Students withLearning Disabilities—Part 1. Ask participants to check all the char-acteristics that they believe apply to students with learning disabili-ties. Allow several minutes.

Next, using Overhead 2, Characteristics of Students with LearningDisabilities, go through the list and ask participants to raise theirhands if they marked each particular characteristic. Explain to partic-ipants that students with learning disabilities are a very heteroge-neous group, and while no one child would have all of thecharacteristics listed, all of the characteristics may be associated witha learning disability.

Show Overhead 3, Categorizing Characteristics of Students withLearning Disabilities, and distribute Handout 2, Characteristics ofStudents with Learning Disabilities—Part 2. Explain that studentswith learning disabilities may have difficulties cognitively (e.g.,problems with learning and cognition), affectively (e.g., differencesin attitudes, beliefs, emotions, motivation), and behaviorally (e.g.,problems with organization, hyperactivity, impulsivity, withdrawal).These characteristics may interfere with the child’s ability to developknowledge, skills, and strategies, as well as to interact successfully insocial situations. Show Overhead 4, Characteristics AffectingLearning.

5. [Optional—5 minutes] Present the legal definition of a child with alearning disability (Overhead 5), which states that the disability ischaracterized by a significant difference in the child’s achievement insome areas as compared to his or her overall intelligence. Point outthat the Individuals with Disabilities Education Act of 1997—betterknown as IDEA—provides for a free, appropriate public education inthe least restrictive environment for students with disabilities. Withan estimated five to seven percent of the student population beingstudents with learning disabilities, the least restrictive environmenttypically is the general education classroom. Note that IDEA

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Because “learning disability”is a legal term, you may want tofamiliarize yourself with theIDEA, which was reauthorized in1997 and is currently in the pro-cess of being revised.For an excellent source ofinformation on the law, visithttp://www.ideapractices.org.The Web site contains links to re-sources, publications that can bedownloaded, and an online ver-sion of the IDEA and itsregulations.

stipulates that students with disabilities be provided with the supportsand services they need to progress in the general curriculum (Over-head 6 summarizes IDEA provisions related to general educationteachers). Reading 1 presents an overview of students with learningdisabilities and may be distributed to participants as backgroundreading.

6. Ask participants what they believe their roles and responsibilities arerelative to students with learning disabilities. Record their responseson chart paper or a blank overhead transparency. Reading 2 providesbackground information on this topic.

7. Point out that one of the primary responsibilities of teachers is tomake the curriculum accessible for all students, including studentswith learning disabilities. Explain that at a minimum, the term“accessible” assumes that the teacher is using effective instructionalstrategies. Effective instruction is essential for all students to achievehigh standards in the general curriculum. However, in addition toeffective instructional practices, many students with learning disabili-ties will need instructional accommodations and modifications inorder to participate and progress in the curriculum. They also mayneed assessment accommodations and modifications to show whatthey have learned. Use Overhead 7, Terms to Know, to define terms.Use Overhead 8, Assumptions About Accommodations, to shareassumptions about accommodations.

View Tape 1: Adjusting for Learner Needs (40 Minutes)

1. Ask participants to reflect on the accommodations and modificationsthey currently use or have used in the classroom. Allow one minute.

2. Tell participants that the video program they are about to watch looksat ways that teachers adjust instruction in their classrooms to helpstudents with learning disabilities access the curriculum. Suggest thatparticipants view the video with effective instructional practices andadjustments in mind, as well as their own questions and issues. Youmay want to have them use Handout 3, Video Viewing Guide, torecord observations.

3. Note that the instructional practices and accommodations presentedin the video are only a sample. Tell participants that after viewing thevideo, they will have a chance to note additional instructional prac-tices and accommodations that they have found beneficial to studentswith learning disabilities.

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4. Show Tape 1, Adjusting for Learner Needs.

Reflection (25 Minutes)

1. Ask participants to complete Handout 3, Video Viewing Guide.Allow a few minutes for quiet reflection. Next, invite participants towork with a partner to share their observations. Allow five to sixminutes for discussion.

2. Reconvene the large group. Using a modified KWL format—what IKnow, what I Want to know, what I Learned—ask participants tocomment on the following:

• Which practices and accommodations are you most familiarwith? Share what you know about each in relation to addressingstudents’ learning needs. What more would you like to knowabout these practices and accommodations? What support do youhave in using them (e.g., special education teacher, paraeducator,etc.).

• Which practices and accommodations are less familiar? Whichones are new to you? What would you like to know about each?

Overhead 9, Practices and Accommodations, can be used to recordparticipants’ comments. Participants may use Handout 4, Practicesand Accommodations, to take notes.

3. Note that because teaching students with learning disabilities is ashared responsibility among classroom teachers, special educationteachers, related services personnel, administrators, parents, andother stakeholders, participants are encouraged to discuss with col-leagues any instructional practices and accommodations of whichthey are unfamiliar. Reading 2 may be used to underscore the impor-tance of collaboration with special education personnel and othersupport service providers.

Wrap-Up (10 minutes)

1. Ask participants to identify one accommodation they plan to applyimmediately to their teaching to address a student need, and share itwith the group. Encourage participants to note the student need thatthe accommodation addresses. Record their responses on flip chartpaper or on Overhead 10, Accommodations We Plan to UseImmediately.

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2. Return to Overhead 1, Objectives of the Workshop. Ask participantsif they think the objectives were addressed.

3. Thank participants for their attendance and contributions to the ses-sion. Tell them how they can access additional information. Referparticipants to Readings 3, 4, and 5 for further information.

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Workshop 2 Adjusting for Learner Needs (Interactive Workshop)This workshop is designed for use with Tape 1, to help participants

• Understand the learning characteristics associated with students withlearning disabilities.

• Examine the roles and responsibilities related to teaching studentswith learning disabilities.

• Identify instructional adjustments that may support achievement forstudents with learning disabilities.

• Apply knowledge of accommodations to their classrooms.


The following agenda includes the times required for viewing the videoand completing the workshop activities. You may wish to adjust the timeschedule or modify or delete certain activities to meet the needs andinterests of your group.


Activity Minutes

Introduction 15

Learning Challenges 25

Understanding Learning Disabilities 25

Roles and Responsibilities 30–35

Wrap-Up 5

Break 15

Challenges Faced by Students with Learning Disabilities 60

Wrap-Up 10

View Tape 1: Adjusting for Learner Needs 40

Reflection 20

Wrap-Up 5

Lunch 60

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Regroup 5

Can We Meet the Needs? Jigsaw 45

Meeting the Needs in Our Classrooms 30

Wrap-Up 10

Total Approximate Workshop Time 6 hours, 45 minutes


• Overheads 3–8 and 11–19.

• Handouts 2, 3, and 5–12.

• Readings 1–5.

• Other materials including flip chart paper, markers, kitchen timer(optional).

Introduction (15 Minutes)1. Welcome all participants. Introduce yourself and explain your role as


2. Depending on the size of the group and whether the participantsknow each other, you may want to include time for participants tointroduce themselves individually. In addition to having each partici-pant state his name and other standard information (e.g., title, loca-tion of work, years in the profession), ask participants to

• Indicate if they currently are teaching students with learning dis-abilities and to summarize their past experience with thesestudents.

• Briefly share one thing they do to ensure the success of studentswith learning disabilities in their classrooms.

3. Present the objectives for this workshop as written on the flip chartor on Overhead 11.

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Providing folders with all materi-als inside is an efficient way todistribute handouts and otherresources. You also may wish toprovide name badges. Beforeparticipants arrive, write theobjectives for the workshop on flipchart paper, or use Overhead 11,Objectives of the Workshop.

Learning Challenges: What It’s Like to Have a LearningDisability (25 Minutes)1. Introduce this activity by explaining that students with learning dis-

abilities often face many challenges when learning new material, aswell as when demonstrating what they know. Point out that it isimportant to be sensitive to the frustration many students feel. Inviteparticipants to experience what it may feel like to have difficultylearning. (Note: Participants may work independently or in smallgroups to complete the activity.)

2. Tell participants that you are going to ask them to learn to read. Youwill time them and they will share their progress with the largergroup.

3. Distribute Handout 5, Symbol Reading Challenge—Part 1. Tell par-ticipants that they have five minutes to learn the symbols and corre-sponding terms. Set the timer. At the end of five minutes, askparticipants to turn the handout face down.

4. Distribute Handout 6, Symbol Reading Challenge, Part 2. The chal-lenge for the participants: to write the correct word next to each sym-bol. Remind them that they are not allowed to look at Handout 5during the assessment.

Set three minutes for completion of the task. When the time is up,ask participants to stop.

Note: As a variation, allow participants to choose only two or threesymbols and corresponding words they’ll have to learn when com-pleting the task. Should you opt for this variation, make sure to pointout that they are using an instructional modification.

5. Show Overhead 12, Symbol Reading Challenge, which contains theanswer. Ask participants to count how many words they correctlyidentified. Ask for a show of hands of how many people got all of thewords correct.

Debrief by asking participants to comment on their feelings duringthe task. Encourage them to draw connections to students in theirclassroom. Using the activity as a jumping-off point, ask participantsto share insights for instruction that may help students with learningdisabilities succeed.

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Understanding Learning Disabilities (25 Minutes)1. Depending on the group’s level of experience in teaching students

with learning disabilities, you may wish to provide them with a basicoverview. Ask them to think of the learning characteristics of stu-dents with learning disabilities. Invite them to share these with thegroup. Use a semantic web graphic organizer (Overhead 13,Learning Disabilities Web) to record participants’ thoughts.

2. Explain to participants that students with learning disabilities are avery heterogeneous group. Point out that learning disabilities arecharacterized by a significant difference in the child’s achievement insome areas as compared to his or her overall intelligence. ShowOverhead 14, Areas of Difficulty, and ask participants to suggestcharacteristics that may be associated with each area: cognitive,affective, and behavioral. (Encourage participants to refer to the webthey created earlier.) Record their responses on Overhead 14 or onchart paper.

Compare participants’ responses to those found in Overhead 3,Categorizing Characteristics of Students with Learning Disabilities,and Handout 2, Characteristics of Students with Learning Disabil-ities—Part 2. Make sure to state that while no one child would haveall of the characteristics listed, all of the characteristics may beassociated with the disability. Further, emphasize that all childrenhave strengths and needs, and that instructional approaches shouldtake both into consideration.

3. Show Overhead 4, Characteristics Affecting Learning. Explain thatcognitive, affective, and behavioral difficulties often interfere withacquisition of knowledge, skills, and strategies, as well as impedesocial interactions.

Roles and Responsibilities (30 + 5 Minutes)1. Ask participants to think about what they believe their roles and

responsibilities are in relation to addressing the learning characteris-tics of students with learning disabilities. Distribute Handout 7,Teachers’ Responsibilities. Note: Reading 2 provides backgroundinformation on this topic. Have participants rate each statement interms of their own beliefs and attitudes. Allow five minutes.

2. Direct participants to form groups of four or five members and sharetheir responses. Allow 10 minutes. Before reconvening participantsto the large group, ask them to reflect for a minute on whether they

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would change any of their original ratings after listening to their col-leagues’ perceptions.

3. Reconvene the whole group and ask participants to share their ratingson each item and the small group discussion points raised in supportof or against each item. Record their answers on Overhead 15,Teachers’ Responsibilities. Ask participants if there are additionalresponsibilities not listed and record them either on the overhead oron chart paper.

4. Summarize by pointing out that one of the primary responsibilities ofteachers is to make the curriculum accessible for all students, includ-ing students with learning disabilities. Explain that at a minimum,access assumes that the teacher is using effective instructional strate-gies. Effective instruction that honors the needs of each student isessential for all students to achieve at high standards in the generalcurriculum. Many students with learning disabilities will also needinstructional accommodations and modifications to participate andprogress in the curriculum. In addition, they may need assessmentaccommodations and modifications to show what they have learned.Use Overhead 7, Terms to Know, to define terms. Use Overhead 8,Assumptions About Accommodations, to share assumptions aboutaccommodations.

5. [Optional—5 Minutes] Present the legal definition of a learning dis-ability (Overhead 5). Point out that the Individuals with DisabilitiesEducation Act of 1997—better known as IDEA—provides for a freeappropriate public education in the least restrictive environment forstudents with disabilities. With an estimated five to seven percent ofthe student population being students with learning disabilities, theleast restrictive environment typically is the regular classroom. Notethat IDEA stipulates that students with disabilities will be providedwith the supports and services they need to progress in the generalcurriculum (Overhead 6 summarizes IDEA provisions related to gen-eral education teachers). Reading 1 provides a brief overview of stu-dents with learning disabilities.

Wrap-Up (5 minutes)

1. Ask participants to share any questions or insights they have beforetaking a break.

2. Summarize by saying that understanding students’ strengths andneeds is essential in ensuring access to the general education

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Because “learning disability”is a legal term, you may want tofamiliarize yourself with theIDEA, which was reauthorizedin 1997 and is currently in theprocess of being revised.For an excellent source ofinformation on the law, visithttp://www.ideapractices.org.The Web site contains links to re-sources, publications that can bedownloaded, and an online ver-sion of the IDEA and itsregulations.

curriculum. Knowing students’ needs helps you anticipate where theymay have difficulty learning and allows you to make adjustments tosupport them.

Break (15 Minutes)

Challenges Faced by Students with Learning Disabilities(60 Minutes)

1. Point out that a key instructional challenge is to know students’strengths and weaknesses and use that knowledge to anticipate wherethey may have difficulty participating in instruction.

2. Conduct a “Think-Pair-Share” activity. Using the characteristicsfound on Overhead 3, ask participants to

• Pick a characteristic in one of the categories and take severalminutes to think about the students’ needs and to anticipatewhere they may have difficulty participating in the various in-structional formats (use Handout 8, Anticipate Difficulties).

• Turn to a partner, when given a signal, and share their responses.(Allow five minutes.)

Repeat the process for several characteristics. (Note: Distributeadditional worksheets as necessary.)

As a variation, consider asking participants to choose a charac-teristic from each of the three areas (cognitive, affective, behav-ioral). Reconvene as a large group and ask participants to sharetheir responses as you record them on an overhead or chartpaper.

3. Remind participants that the characteristics of students with learningdisabilities may interfere with their ability to acquire knowledge,skills, and strategies in subject areas. Explain that when we plan les-sons, we also must keep in mind that students with learning disabili-ties may have gaps or inaccuracies in their knowledge base, or lackthe skills and strategies for learning that are required to participate inthe instructional format. To provide adequate support for students,it’s important to anticipate potential difficulties they may have. Edu-cators should analyze the task requirements and ensure that studentshave the necessary prerequisite knowledge, skills, and learningstrategies.

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4. Distribute Handout 9, Instructional Prerequisites. Ask participants toform groups of four. Their challenge: to analyze the task require-ments of the instruction. Allow 15 minutes for each scenario. (Note:Depending on time and preference, you may choose to divide the twoscenarios across groups so that some groups are working on differentscenarios concurrently.) Reconvene participants into the large groupand debrief. Record their findings either on an overhead or flip chartpaper.

Wrap-Up (10 minutes)1. Share with the group some interesting observations you’ve made as

you’ve listened to them during the session so far, some insights theyhave prompted you to have, or some questions they have raised inyour mind.

2. Remind participants that an understanding of student needs andstrengths is essential for anticipating instructional difficulties. Thegoal is to identify potential difficulties in advance, so that adjust-ments may be made to ensure student success. Show Overhead 16,Anticipate Needs Depending on the Instructional Task.

View Tape 1: Adjusting for Learner Needs (40 Minutes)1. Suggest that participants view the video with effective instructional

practices and accommodations in mind, as well as their own ques-tions and issues. You may want to have them use Handout 3 to recordtheir observations.

2. Note that the instructional practices and accommodations presentedin the video are only a sample. Tell participants that they will have achance after viewing the video to note additional instructional prac-tices and accommodations that they have found beneficial to studentswith learning disabilities.

3. Show Tape 1, Adjusting for Learner Needs.

Reflection (20 Minutes)1. Ask participants to complete Handout 3. Allow a few minutes for

quiet reflection.

2. Invite participants to share their observations. Allow five to six min-utes for discussion. You may want to use the following questions toprompt participant reactions:

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• Which practices and accommodations are you most familiarwith?

• Share what you know about particular accommodations in rela-tion to addressing students’ learning needs.

• What more would you like to know about these instructionalpractices and accommodations?

• What support do you have in using the instructional practices andaccommodations (e.g., special education teacher, paraeducator,etc.).

• Which practices and accommodations are less familiar? Whichones are new to you? What would you like to know about each?

Record participants’ comments on an overhead or flip chart paper.

Wrap-Up (5 minutes)1. Tell participants that after lunch they will have the opportunity to

think about making adjustments for their own students.

2. In preparation for the afternoon activities, distribute Handout 10,Reflections on the Video. Ask them to think about the following(show Overhead 17, Reflections on the Video):

• Positive practices in addressing the needs of students with learn-ing disabilities.

• Practices addressed in the video that are questionable or forwhich they have doubts about their practicality and usefulness.

• Questions they still have about making instructional accommo-dations for students with learning disabilities.

3. Thank participants for their contributions to the activities to thispoint.

Lunch (60 Minutes)

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Regroup (5 Minutes)1. Solicit questions or comments that occurred to participants over

lunch.

2. Note that because teaching students with learning disabilities is ashared responsibility between classroom teachers, special educationteachers, related services, administrators, parents, and other stake-holders, participants are encouraged to discuss with colleagues anyinstructional practices and accommodations of which they areunfamiliar.

Can We Meet the Needs? Jigsaw (45 Minutes)1. Ask participants to form groups of three in preparation for a jigsaw

activity. Distribute Handout 11, Accommodations. Their challenge:To suggest accommodations that address the needs listed on Handout11.

2. To complete the activity, provide copies of

• Reading 3—This reading presents a number of possible accom-modations and modifications.

• Reading 4. This reading presents a vignette of how an elemen-tary teacher made instructional accommodations for several stu-dents in her classroom. It also contains listings ofaccommodations.

• Reading 5. This reading presents assessment accommodations.

Ask each member of the triad to select a different reading to reviewand then share what she read with the other group members. Allow20 minutes for this part of the activity. (Note: As there are many ex-cellent ideas contained in each of the articles, you may want to makecopies for each participant as a reference.)

3. After participants have shared their insights from the readings, askthem to begin working on Handout 11. Tell them that, most likely,they will not get to every item. Thus, they should select characteris-tics that have particular relevance to their own situations. Also,explain that they may use information from the video, readings, andtheir own personal experience when discussing possible accommoda-tions. Allow 20 minutes.

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Facilitator’s Note:

You may want to provide severalexamples to help orient partici-pants to the task. Overhead 18,Accommodations—Part 1, maybe used for this purpose.

4. Reconvene participants into the large group. Ask them to share theirwork and reactions. Record comments on Overhead 19, Accommo-dations, Part 2, or on flip chart paper.

Meeting the Needs in Our Classrooms (30 Minutes)1. Ask participants to each identify a student who has a learning dis-

ability or difficulties and invite them to think about that student’slearning needs and strengths, as well as an upcoming lesson or unitthey each will be teaching. Invite participants to use Handout 12,Making Accommodations, as they reflect on how they might makeadjustments to ensure that the student can access the curriculum andparticipate in learning tasks to achieve to her potential. Allow 10minutes.

2. Ask participants to form small groups of three or four. Invite partici-pants to share their ideas. Encourage group members to suggest addi-tional accommodations. Allow 20 minutes.

Wrap-Up (10 Minutes)1. Using a “whip” technique (calling on each participant in rapid suc-

cession to make a comment) ask participants to share one thing theylearned today about instructing students with learning disabilities.Depending on time and interest, repeat the whip using the followingprompts:

• Share one insight you gained about students with learningdifficulties.

• Share one thing you will do differently.

2. Ask participants to revisit the objectives for Workshop 2 (Overhead11). Ask them to tell you whether they feel the objectives wereaddressed by the workshop.

3. Thank participants for their cooperation and collaboration during theworkshop. Encourage them to reflect on their own practices that aremost effective in teaching students with learning disabilities.

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Workshop 3 Using Learning StrategiesThis workshop is designed to be used with Tape 2. This session providesan overview of strategies instruction and how it may enhance achieve-ment for students with learning disabilities. It is designed to help partici-pants become aware of how they can integrate strategies instruction intotheir own classroom practices. Use the following agenda for this session,or vary it to suit your specific needs.


Activity Minutes

Introduction 20

View Tape 2: Using Learning Strategies 60

Reflection 10

Wrap-Up 5

Total Approximate Workshop Time 1 hour, 35 minutes



• Handouts 13 and 14.

• Readings 6 and 7 for facilitator and participants; Readings 8 and 9are optional for the facilitator.

• Other materials including flip chart paper and markers (optional).

Introduction (20 Minutes)

1. Welcome all participants. Introduce yourself and explain your role asworkshop facilitator. As the facilitator, you will guide the groupthrough the workshop to help them meet the workshop objectives.

2. Tongue-in-cheek, tell participants that you want them to introducethemselves, but that you are concerned that some individuals may notknow how. Ask participants to suggest examples of well-organized group introductions. State that we need a strategy to helpus know what to do so that we all will be successful when making an

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Providing folders with all mate-rials inside is an efficient way todistribute handouts and other re-sources. You also may wish toprovide name badges. Beforeparticipants arrive, write the ob-jectives for the workshop on flipchart paper, or use Overhead 20,Objectives of the Workshop.



introduction to the group. Ask participants to think about the steps tointroducing oneself—what they do first, second, third, and so on.Allow two minutes for participants to think. Solicit steps from partic-ipants and record them on chart paper or an overhead. Review thesuggestions and derive a list of not more than five steps for the finalstrategy.

Alternate: You may choose to use a strategy called BLAST:

• Be ready with what I am going to say.

• Listen and wait for my turn.

• Announce my name and other information.

• Stop within the time frame.

• Turn to the next speaker and listen.

3. Next, model the steps by thinking out loud. Using BLAST as anexample:

• “First I need to be ready. I think about what I am going to say.They want to know my name and where I teach. Okay, my nameis ____ and I teach at ____.”

• “Next, I need to listen and wait for my turn. When it is my turn Iwill be ready to speak. I will watch the facilitator to know whenit is my turn.”

• “Okay, it is my turn. I need to announce myself. I will say myname and where I work. My name is ____ and I work at ____school.”

• “I will stop after I tell my school. I will not add any other infor-mation such as I have been teaching for twenty-five years or thatI just bought a new red sports car. I stop when I am finished.

• “Finally, I turn to the next participant and listen. This showspoliteness and helps the person feel comfortable.”

4. Invite participants to introduce themselves using either the strategythey generated or the BLAST strategy. After they have introducedthemselves, ask for a show of hands of participants who are familiarwith strategies instruction. Explain that the brief demonstration formaking an introduction was designed to show that participation canbe enhanced when learners know exactly what is expected of themand have received instruction in how to actually do what is expected.

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5. Provide participants with a description of a strategy and strategiesinstruction (Overhead 21). Explain the two important aspects of strat-egies instruction, presented on Overhead 22:

• The strategy itself must be designed. These are the specific“steps” that are directly related to completing the task.

• The strategy must be taught to students using an effectiveinstructional approach.

6. Present the workshop objectives as listed on the flip chart or onOverhead 20.

View Tape 2: Using Learning Strategies (60 Minutes)

1. Explain that while strategies instruction is good for all students, it isessential for students with learning disabilities. Tell participants theyare going to watch a video that describes strategies instruction andshows two examples in which classroom teachers use strategiesinstruction to help students with disabilities succeed in thecurriculum.

Explain that there are different instructional models for teachingstrategies. The model featured in this program is derived from thestrategic instruction approaches pioneered and researched by DonDeshler, Jean Schumaker, and their colleagues at the University ofKansas Center for Research on Learning and by Karen Harris andSteve Graham at the University of Maryland.

Also, explain that there is a wide variety of published learning strate-gies available—with varying levels of effectiveness. Research on thestrategies included as examples in this program has proven them tobe effective for enhancing student performance in the skills they ad-dress. The writing strategy was developed by Karen Harris and SteveGraham. The vocabulary strategy was developed by Edwin Ellis incollaboration with the University of Kansas Center for Researchon Learning.

2. Ask participants to use Handout 13, Video Viewing Guide, to recordthoughts and ideas while watching the video. The handout asks themto note

• Elements of strategies instruction.

• Instructional considerations for all students.

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• Instructional considerations for students with learningdisabilities.

• Questions and concerns they would like addressed.

3. Show Tape 2, Using Learning Strategies.

Reflection (10 Minutes)1. Ask participants to reflect on what they just watched in the video.

2. Invite participants to share their reactions to the video. Considerusing prompts such as

• What one thing did you learn from the video?

• What was shown in the video that you are already doing? Werethere different variations or extensions shown in the video towhat you are presently doing?

• Do you think strategies instruction would work in your class-room? If so, how might you use it? If not, what would need tochange before you might use it?

3. Distribute Handout 14, Elements of Strategies Instruction. Explainthat this handout provides an overview of the components of strate-gies instruction. Refer participants to Readings 6 and 7. These read-ings provide participants with references for further study. Encourageparticipants to find out if colleagues are using strategies instructionin their buildings.

Wrap-Up (5 Minutes)1. Review the workshop objectives listed on Overhead 20 or the chart

paper. Ask participants if they feel the objectives were addressed.

2. Thank participants for their attendance and contributions to theworkshop. Encourage them to use some of the ideas they’ve dis-cussed today.

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Workshop 4 Using Learning StrategiesThis workshop is designed for use with Tape 2, to help participants

• Become aware of how strategies instruction may help students withlearning disabilities progress through the general curriculum.

• Gain a working knowledge of how to design a strategy.

• Describe the basic instructional elements of strategies instruction andhow they can use the approach to help students with learningdisabilities.

• Generate ideas for implementing strategies instruction in theclassroom.


The following agenda includes the times required for viewing the videoand completing the workshop activities. You may wish to adjust the timeschedule or modify or delete certain activities to meet the needs andinterests of your group.


Activity Minutes

Introduction 15

Definitions 20

A Strategy Looks Like . . . 60

Wrap-Up 5

Break 15

View Tape 2: Using Learning Strategies 60

Group Response 30

Review Elements of Strategies Instruction 25

Wrap-Up 5

Lunch 60

Self-Regulation 25

Modeling a Strategy 60

Guidelines for Strategies Instruction 15

Wrap-Up 5

Total Approximate Workshop Time 6 hours, 40 minutes

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• Handouts 14–20.

• Readings 6–9.

• Other materials including flip chart paper, markers, kitchen timer(optional).

Introduction (15 Minutes)1. Welcome all participants. Introduce yourself and explain your role as


2. Depending on the size of the group and whether the participantsknow each other, you may want to include time for participants tointroduce themselves individually. After they have introduced them-selves, ask for a show of hands of participants who are familiar withstrategy instruction. In addition to having each participant state hisname and other standard information (e.g., title, location of work,years in the profession), ask participants to say one thing that comesto mind in response to the word “strategy.”

3. Present the objectives for this overview workshop as written on theflip chart or on Overhead 23.

Definitions (20 Minutes)

1. Ask participants to form groups of four or five. Their challenge: todefine “strategy.” Allow 10 minutes. Provide groups with flip chartpaper and markers. Ask them to write their definition on the chartpaper and post it when they are finished. Before debriefing, inviteparticipants to review each group’s definition. When discussing thedefinitions, stress any similarities or differences. As a variation forgroups in which participants have some background knowledge ofstrategies instruction, tap into their knowledge by having them com-plete Handout 16, What’s a Strategy? To complete the handout,instruct participants to write a sentence or phrase that describes astrategy or strategies instruction that begins with each letter in theword “strategy.” Ask participants to transfer their work to chart paperand post it before discussing as a whole group.

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Providing folders with allmaterials inside is an efficientway to distribute handouts andother resources. You also maywish to provide name badges.Before participants arrive,write the objectives for theworkshop on flip chart paper,or use Overhead 23, Objectivesof the Workshop.

2. Give participants a description of a strategy and strategies instruction(Overhead 21). Explain the two important aspects of strategiesinstruction, shown on Overhead 22:

• The strategy itself must be designed. These are the specific“steps” that are directly related to completing the task.

• The strategy must be taught to students using an effectiveinstructional approach.

3. Explain that while strategies instruction is good for all students, it isessential for students with learning disabilities. Student participationin instruction can be enhanced when learners know exactly what isexpected of them and have received instruction in how to actually dowhat is expected.

A Strategy Looks Like . . . (60 Minutes)

1. Ask participants to form groups of four or five. Explain that a strat-egy breaks a task into steps. Present the following tasks to partici-pants (Overhead 24, Develop a Strategy for . . .):

• Finding the main idea in a text passage.

• Solving a mathematics story problem.

• Writing a story.

• Learning new vocabulary words.

Ask groups to select one of these tasks. Their challenge: to thinkabout the steps students need to perform to complete the task. Askparticipants to record their steps on flip chart paper. Allow 20minutes.

2. Distribute copies of the research-based strategies found in Handout17, Examples of Strategies. Invite groups to compare and contrasttheir strategy steps with those in the handout. Allow 10 minutes fordiscussion.

3. Reconvene the participants into a large group. Debrief the activity.

4. Share with participants the tips for designing and evaluating a strategy;found in Handout 18, Tips for Designing and Evaluating a Strategy;Overhead 25a, Tips for Designing a Strategy; and Overhead 25b, Tipsfor Evaluating a Strategy.

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5. Use a Think-Pair-Share format. Ask participants to think about areasin the curriculum they teach in which strategies instruction mightsupport student achievement. Ask them to think about a cognitivetask. After several minutes, have them share their ideas with a part-ner. Debrief by having participants share the different cognitive tasksin which a strategy could support student achievement. Record theirideas on flip chart paper or on an overhead transparency.

Wrap-Up (5 Minutes)

1. Remind participants that identifying the strategy is only the first step.Teachers also must design instruction to teach the strategy.

2. Tell participants that after their break they will view a video in whichteachers share how they use strategies instruction to help studentswith learning disabilities succeed in the general curriculum. In prepa-ration, ask participants to reflect on their understanding of strategiesand generate several questions they would like to have answeredabout how to teach and support students as they learn strategies.Allow a few minutes for participants to write their questions.

3. Thank participants for their work and contributions up to this point.

Break (15 minutes)

View Tape 2: Using Learning Strategies (60 Minutes)

1. Tell participants they are going to watch a video that describes strate-gies instruction and shows two examples in which classroom teach-ers use strategies instruction to help students with disabilitiessucceed in the curriculum.

Explain that there is a wide variety of published learning strategiesavailable—with varying levels of effectiveness. Research on thestrategies included as examples in this program has proven them tobe effective for enhancing student performance in the skills they ad-dress. The writing strategy was developed by Karen Harris and SteveGraham at the University of Maryland. The vocabulary strategy wasdeveloped by Edwin Ellis in collaboration with the University ofKansas Center for Research on Learning.

2. Show Overhead 26, Elements of Strategies Instruction, to prepareparticipants for viewing the video.

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Explain that there are different instructional models for teachingstrategies. The model featured in this program is derived from thestrategic instruction approaches pioneered and researched by DonDeshler, Jean Schumaker, and their colleagues at the University ofKansas Center for Research on Learning and by Karen Harris andSteve Graham at the University of Maryland.

3. Ask participants to use Handout 19, Viewing Journal, to recordthoughts and ideas while watching the video. In addition to generalcomments, they should note

• How each component might work or need to be tailored for theirown students.

• Instructional considerations for students with learning disabilitiesin their classroom.

Tell participants that they will have additional time after viewing thevideo program to finish making notes on the handout.

4. Show Tape 2, Using Learning Strategies.

Group Response (30 Minutes)1. Ask participants to reflect on what they just watched in the video and

allow them to complete Handout 19.

2. Invite participants to share their reactions to the video. Considerusing prompts such as

• What did teachers do to implement strategies instruction? Werethere specific instructional techniques that teachers used for stu-dents with learning disabilities?

• Did anything surprise you about how the teachers used strategiesinstruction?

• Can you envision yourself using strategies instruction with yourown students?

• What insights do you have about implementing strategies in-struction in your classroom?

• What do you believe is the hardest part about strategiesinstruction?

• What support do you think the classroom teachers in the videohad for using strategies instruction?

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• How did the teachers collaborate with special educators andother support personnel? What supports do you have in yourschool that you could draw on?

• Are there elements of strategies instruction that you would needto adjust for your own students?

• What questions do you still have about strategies instruction?

Review Elements of Strategies Instruction (25 Minutes)1. Show Overhead 27 (parts 1–3), Elements of Strategies Instruction.

Cover up the techniques that follow each numbered subhead and askparticipants to suggest specific techniques that describe each compo-nent. Uncover the techniques and move on to the next component.Do this until you have discussed all components. Distribute Handout14, Elements of Strategies Instruction, which summarizes majorpoints about each component of strategies instruction.

2. Distribute Handout 15, Using Strategies Instruction. Explain that theelements of strategies instruction are not isolated activities that fol-low a precise sequence. Instead, teachers often combine, reorder, andrevisit the elements as they teach a strategy over the course of severallessons. Ask the participants to work in small groups to complete thetasks on Handout 15.

Reading 9 provides information about the LINCS VocabularyStrategy included in the video program.

If participants want to read the detailed lesson plans for the TREEopinion writing strategy, they can download them from the Web sitefor the Center to Accelerate Student Learning at http://www.vanderbilt.edu/CASC.

Wrap-Up (5 Minutes)1. Tell participants that after lunch they will have the opportunity learn

more about strategies instruction. They also will have a chance tomodel a strategy.

2. Thank participants for their contributions and adjourn for lunch.

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Lunch (60 Minutes)

Self-Regulation (25 Minutes)1. Show Overhead 28, Self-Regulation Strategies. Explain that when

combined with other knowledge- or skill-specific strategies, self-reg-ulation strategies enable learners to develop and execute a plan ofaction for accomplishing a desired task independently. Self-regula-tory processes help students become more goal-oriented, resourceful,and reflective (show Overhead 29, Types of Self-Regulation Strat-egies). Point out that self-regulation strategies help students useknowledge- and skill-specific strategies.

2. Distribute Reading 8 to participants. Have participants form groupsof four. In each group, two individuals should read Case Study 1 andtwo individuals should read Case Study 2. Allow 10 minutes. Afterthey have finished reading, direct participants to share what theylearned about how self-regulation strategies are integrated into strate-gies instruction.

3. Reconvene participants into the large group to debrief. Record theircomments regarding self-regulation strategies on flip chart paper oron an overhead transparency.

Modeling a Strategy (60 Minutes)

1. Remind participants that one of the goals of today’s workshop is tohelp them build awareness of strategies instruction. Return to Over-head 26. Explain that while all of the components are important,modeling is often the most challenging to implement. Show Over-head 30, Modeling.

2. Distribute Handout 20, Modeling Scripts. Explain that classroomteachers developed these scripts. Ask participants to study the hand-out independently for several minutes.

3. Invite participants to share insights and observations about the mod-eling scripts. Direct their attention to how the teachers explicitlydescribe each step.

4. Tell participants that they will have the chance to develop a modelingscript for a strategy. Depending on your group, have them select astrategy from one of the following sources:

• One of their own.

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This activity also is a goodway to provide participantswith necessary background forthe modeling activities later inthe agenda.

• One that has already been presented in the workshop.

• POW and Story Writing Strategies (Overhead 31). Explain thatPOW is a strategy that helps students get ready to write and theStory Writing Strategy guides students through the process ofwriting a story.

5. Organize participants into groups of four. Their challenge: to preparea modeling script for a strategy. Make sure they practice using theirmodeling script as part of the activity. Allow 30 minutes.

6. Reconvene participants into a large group. Solicit comments,insights, and questions.

Guidelines for Strategies Instruction (15 Minutes)1. Share guidelines for strategies instruction with participants (Over-

head 32). Ask participants to add to the list. Ask them if they dis-agree or find any of the guidelines particularly challenging.Distribute Reading 7. Draw participants’ attention to the suggestionsfor getting started on page 3 and the teacher tips on page 4. Thisreading provides an overview of strategies instruction in writing.

2. Remind participants that collaboration among classroom teachers,special education teachers, and other related service and support per-sonnel is essential. Show Overhead 33, Implementation Issues.

3. Point out that an important part of strategies instruction is evaluatingthe success of a strategy. Encourage participants to include that stepin all of their efforts.

Wrap-Up (5 Minutes)1. Review the workshop objectives listed on Overhead 23 or on the flip

chart. Ask participants if they feel the objectives were met.

2. Tell participants you are interested in knowing their next steps. Askthem to share what they plan to do with regard to strategiesinstruction.

3. Refer participants to Reading 6, which offers information on teach-ing students how to use learning strategies.

4. Thank participants for their attendance and contributions to theworkshop.

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Handouts and Overheads


Students with learning disabilities may be characterized by(check all that apply)

___ Memory difficulties.

___ Attention difficulties.

___ Difficulties with reading, writing, or math.

___ Difficulties with expressive language.

___ Difficulties understanding task demands.

___ Difficulties generalizing information.

___ Trouble following directions.

___ Expectations of failure.

___ Low tolerance for frustration.

___ Low motivation to engage in and complete a task.

___ Negative task orientation.

___ Organizational skill difficulties.

___ Hyperactive behaviors.

___ Impulsive behaviors.

___ Distractibility.

___ Withdrawn behaviors.

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HANDOUT 1

Characteristicsof Students withLearningDisabilities—Part 1

Association for Supervisionand Curriculum Development

Students with learning disabilities may be characterizedby difficulties in three areas.

Learning and Cognition

Examples include

• Memory difficulties.

• Attention difficulties.

• Difficulties with reading, writing, or math.

• Difficulties with expressive language.

• Difficulties understanding task demands.

• Difficulties generalizing information.

• Trouble following directions.

Attitude/Beliefs/Emotions

Examples include

• Expectation of failure.

• Low tolerance for frustration.

• Low motivation to engage in and complete a task.

• Negative task orientation.

Behaviors

Examples include

• Organizational skill difficulties.

• Hyperactive behaviors.

• Impulsive behaviors.

• Distractibility.

• Withdrawn behaviors.

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HANDOUT 2

Characteristicsof Studentswith LearningDisabilities—Part 2


VideoViewingGuide

Jot down the various instructional practices and adjustments you seethe teachers using in the video program that can help students with

learning disabilities. Identify the specific learning need each one ad-dresses and any questions you have about the practice oraccommodation.

Instructional Practicesand Accommodations

Needs Addressed Questions

49

HANDOUT 3


List other effective instructional practices and accommodations you arefamiliar with that are not included in the video:

50

Handout 3—Continued

Which practices and accommodations are you most familiar with?Share what you know about each in relation to addressing students’

learning needs. What support do you have in using them (e.g., special ed-ucation teacher, para-educator, etc.)? What more would you like to knowabout these practices and accommodations?

I am familiar with . . .

Which practices and accommodations are less familiar? Which ones arenew to you? What would you like to know about each?

I need more information about . . .

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HANDOUT 4

PracticesandAccommodations


Memorize the symbol for each term.

Symbol Corresponding term

LD learning disabilities

IQ intelligence

% student’s

“ academic

^ achievement

~ characterized

; cognitive

+ his or her

# overall

& significant

R are

@ as compared

/ the

2 to

\ affective

[ a

] by

< difference

> in

{ some

} areas

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HANDOUT 5

SymbolReadingChallenge—Part 1


Next to each symbol write the word that it represents

LD =

R =

~ =

] =

[ =

& =

< =

> =

/ =

% =

^ =

> =

{ =

} =

@ =

2 =

+ =

# =

IQ. =

Read down the word list to determine the sentence.

55

HANDOUT 6

SymbolReadingChallenge—Part 2


Rate the degree to which you agree with each of the following state-ments about the responsibilities of classroom teachers for students

with learning disabilities. Use the following scale:

4 = Strongly agree

3 = Agree

2 = Disagree

1 = Strongly disagree

Classroom teachers should

____ Collaborate with other classroom teachers and special educationteachers, related service personnel, administrators, family mem-bers, and the students themselves.

____ Get to know students and welcome all of them as full classroommembers.

____ Assume responsibility for teaching all students.

____ Make sure everyone belongs to the classroom community.

____ Participate in determining the students’ learning outcomes includedon IEP’s.

____ Ensure that students have the supports, services, and supplementaryaids they need to participate in the curriculum.

____ Provide effective, diversified instruction to all students.

____ Provide instructional and assessment accommodations that addressstudent needs.

____ Adapt the classroom environment and materials to address theirstudents’ learning needs.

____ Evaluate their teaching in relation to student progress.

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HANDOUT 7

Teachers’Responsibilities


AnticipateDifficulties

Characteristic: ___________________________

For each of the following learning experiences, I anticipate the studentmay have difficulty in the following ways:

1. Acquiring knowledge-based information from a lecture.

2. Interacting in a small cooperative learning group that is charged withsolving a mathematics story problem.

3. Participating in a large group discussion that is designed to elicitstudent understanding of a concept that has just been presented.

4. Completing a written composition that demonstrates students’ compre-hension of a story.

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HANDOUT 8


Scenario 1

Students in Ms. Taylor’s social studies class have just begun studying therise and fall of the Roman Empire. Ms. Taylor has planned for students toparticipate in cooperative learning groups in which they are expected tocompare and contrast aspects of Roman society with aspects of society inthe United States today. Each group will make a chart that shows the sim-ilarities and differences. They also will take a position on the statement“History repeats itself.”

Prerequisite knowledge:

Prerequisite skills:

Prerequisite strategies:

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HANDOUT 9

InstructionalPrerequisites


Scenario 2

Students in Mr. Lombard’s math class are learning how to solve storyproblems. To give them an opportunity to practice, Mr. Lombard has pre-pared several story problems that each students are expected to solveindependently. Once solved, each student will be expected to explain to apartner how she arrived at her answer. Here are the story problems:

• Charlene and Chamiqua are planning a sleepover party for four oftheir friends. Charlene’s mother has given her $10.00 andChamiqua’s father has given her $13.00 to spend on refreshments.The girls have made the following grocery list: potato chips, $3.95;soda, $4.98; chip dip, $1.19; pretzels, $2.94; cookies, $4.50; pizza,$12.00. Do the girls have enough money to cover the grocery list? Ifyes, how much will they have left to spend on something else? If no,what will they have to eliminate from their list?

• Carlos wants a new pair of tennis shoes. The shoes he wants cost$39.00 plus 4% sales tax. Carlos only has $11.45. His grandmothertells him that she needs someone to mow her lawn over the summer.She will pay him $5.00 each week that he mows her lawn. If Carlosmows his grandmother’s lawn once each week, how many weeks willit take him to save enough money for the tennis shoes?

Prerequisite knowledge:

Prerequisite skills:

Prerequisite strategies:

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Reflectionson the VideoUse the following cues to reflect on the video program.

Positive practices in addressing the needs of students with learningdisabilities:

Practices addressed in the video that are questionable or for which Ihave doubts about their practicality or usefulness:

Questions I still have about making instructional accommodationsfor students with learning disabilities:

63

HANDOUT 10


For each characteristic, suggest possible accommodations.

Characteristics Possible Accommodations

Cognitive1. Student has difficulty attending to oral

presentations.

2. Student has difficulty understanding concepts.

3. Student has difficulty remembering directions.

4. Student has difficulty focusing on main idea.

5. Student does not have sufficient backgroundknowledge.

6. Student has not developed a prerequisite skill(e.g., reading).

Affective1. Student becomes easily frustrated.

2. Student makes self-effacing statements.

3. Student does not try new tasks.

65

HANDOUT 11

Accommodations


Characteristic Possible Accommodations

Behavioral1. Student has difficulty organizing work.

2. Student is easily distracted.

3. Student has difficulty remaining in seat duringseatwork and group discussions.

4. Student withdraws from group activities.

5. Student has difficulty finishing assignments.

6. Student forgets to bring materials to class.

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Lesson or Unit_______________________________________

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HANDOUT 12

MakingAccommodations


Student’s characteristics (needs and strengths):

Learning tasks to develop key knowledge, under-standing, and skills:

Key knowledge, understandings, and skills to bedeveloped:

Possible accommodations to help student accesscurriculum and participate in learning tasks:

Prerequisite knowledge, skills, strategies:

VideoViewingGuide

In the first column of the matrix, list elements of strategies instructionthat you found useful. In the second column, note instructional consid-

erations raised in the video or that you thought of as you watched it. Inthe third column, note any special instructional considerations that willenhance the success of strategies instruction with students with learningdisabilities. On the back, note any questions or concerns you have.

Elements of strategyinstruction

Instructional considerationsfor all students

Instructional considerationsfor students with learning

disabilities

69

HANDOUT 13


Questions and concerns I need addressed:

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Elements ofStrategiesInstruction

It is important to note that the following elements of strategies instruc-tion are not discrete steps that are followed in a specified sequence.

These elements, or components, are commonly combined, reordered, andrevisited depending on the students’ and teacher’s needs.

1. Develop background knowledge.

• Help students develop the knowledge and preskills needed to under-stand, acquire, and execute the strategy and accompanying self-regu-lation procedures that are not already in the learner’s repertoire.

2. Discuss it.

• Examine and discuss current performance data with students.

• Review any strategies students currently use to accomplish a giventask.

• Discuss any negative or ineffective self-statements or strategies(optional).

• Introduce the strategy. Describe the steps.

• Discuss the benefits and significance of the strategy, as well as howand when it should be used.

• Ask students to make a commitment to learn the strategy.

3. Model it.

• Model how to use the strategy using appropriate self-instructions(e.g., problem definition, planning, strategy use, self-evaluation, cop-ing and error correction, and self-reinforcement statements).

• Ask students to comment on the modeled performance and to sug-gest changes that will make the strategy more effective.

• Have students develop and record personal self-statements they planto use while using the strategy.

4. Memorize it. (Note: This stage is primarily for students withsevere learning and memory difficulties.)

• Introduce any mnemonics to help students memorize the strategy.

• Help students memorize the self-instructions and steps in thestrategy.

• Allow paraphrasing only if the meaning remains intact.

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HANDOUT 14


5. Support it.

• Have students use the strategy and self-instructions while performingthe task.

• Introduce self-regulation procedures (e.g., goal setting, self-monitor-ing, self-recording, self-assessment, and self-reinforcement).

• Act as a coach and guide to help students use the strategy. As stu-dents become more adept at using the strategy, gradually reduceprompts, interaction, and guidance during practice sessions untilindependence is achieved. Make adjustments for individual studentsas needed.

• Provide intensive support for students who need it. Collaborate withspecial education and other support personnel to provide the studentwith more intensive instruction and practice.

• Plan with students how they will transfer the strategy to new situa-tions and how they will maintain its use.

6. Maintain independent performance.

• Monitor students’ independent use of the strategy.

• Have students implement their plans for maintenance and generaliza-tion using the strategy on a consistent basis and in various subjects asappropriate.

• Encourage those students who are not already doing so to say theirself-statements to themselves.

• Work with students to start fading out any self-regulation procedurescurrently in use.

• Evaluate performance with the strategy collaboratively with students.

The components of this model for teaching strategies are derived frommodels pioneered and researched by Don Deshler, Jean Schumaker, andcolleagues at the University of Kansas Center for Research on Learning,and by Karen Harris and Steve Graham at the University of Maryland.

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UsingStrategiesInstruction

In the matrix below, identify examples from the video program in whichyou saw elements, or components, of the strategies instruction process

being combined, reordered, or revisited. Next to each example, jot downwhy you think the teacher combined, reordered, or revisited the elementsin that way.

Examples Possible reason for combining,reordering, or revisiting components

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HANDOUT 15


How do you think you would use the elements of the strategies instruc-tion process with your own students?

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What’s aStrategy?Write a sentence, phrase, or word to describe a strategy or strategies

instruction. Start each with the corresponding letter from the word“strategy.”

S —

T —

R —

A —

T —

E —

G —

Y —

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HANDOUT 16


Finding the Main Idea

Does the paragraph tell

• What or who the subject is? (single or group)

• What the action is? (category)

• Why something happened?

• Where something happened?

• When something happened?

• How something looks or is done?

Note: Some paragraphs may contain one or two sentences that don’t tellabout the main idea.

Source: From “Enhancing main idea comprehension for students with learning problems:The role of a summarization strategy and self-monitoring instruction,” by A. Jitendra, M.Hoppes, and Y. Xin, 2000, The Journal of Special Education, 34, (3) pp.127–139. Copy-right 2000 by PRO-ED, Inc. Reprinted with permission.

Solving a Mathematics Story Problem

Read (for understanding)Say: Read the problem. If I don’t understand, read it again.Ask: Have I tried and understood the problem?Check: Make sure I have understanding as I solve the problem.

Paraphrase (in my own words)Say: Underline the important information. Put the problem in my ownwords.Ask: Have I underlined the important information? What is the question?What am I looking for?Check: Make sure the information goes with the question.

Visualize (a picture or a diagram)Say: Make a drawing or a diagram.Ask: Does the picture fit the problem?Check: Make sure the picture matches the problem information.

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HANDOUT 17

Examples ofStrategies


Hypothesize (a plan to solve the problem)Say: Decide how many steps and operations are needed. Write the opera-tion symbols.Ask: If I do ___, what will I get? If I do ___, then what do I need to donext?Check: Make sure the plan makes sense.

Estimate (predict the answer)Say: Round the numbers, do the problem in my head, and write theestimate.Ask: Did I round up and down? Did I write the estimate?Check: Make sure I used the important information.

Compute (do the arithmetic)Say: Do the operations in the correct order.Ask: How does my answer compare with my estimate? Does my answermake sense? Are the decimals or money signs in the right places?Check: Make sure that all the operations were done in the right order.

Check (make sure everything is correct)Say: Check the computation.Ask: Have I checked every step? Have I checked the computation? Is myanswer correct?Check: Make sure that everything is correct. If not, go back. Then ask forhelp if I need it.

Source: Adapted from “Mathematical Problem-Solving Instruction: Components, Proce-dures, and Materials,” by M. Montague, 2002, Afterschool Extensions, February, pp. 2–3.Available online at http://www.education.miami.edu/afterschoolnet/index.html.

POW and Opinion Writing (TREE) Strategy

POW is a strategy that helps students get ready to write and gives them“POWER” as they write. The mnemonic for this strategy is

Pick my idea

Organize my notes

Write and say more

The POW strategy is often linked with another writing strategy, in thiscase an opinion writing strategy called TREE. The mnemonic for theTREE strategy is

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Topic sentence

Tell what you believe!

Reasons—3 or more

Why do I believe this?

Will my readers believe this?

Explain reasons

Say more about each reason.

Ending

Wrap it up right!

Source: K.R. Harris and S. Graham, on the Center to Accelerate Student Learning(CASL) Web site: http://www.vanderbilt.edu/CASL. Detailed lesson plans for teachingthis strategy can be downloaded from the Web site at no cost.

The LINCS Vocabulary Strategy

This strategy is designed to help students learn the new vocabularywords they encounter in all areas of the curriculum. The steps in thestrategy help students focus on the vocabulary word and its definitionand then use a mnemonic device, story, visual image, and self-evalu-ation to enhance their memory of the meaning of the vocabularyword. The five steps of the strategy are

List the parts

Write the vocabulary word and its definition.

Identify a reminding word

Think of a familiar word that rhymes with or has a simi-lar sound as the vocabulary word.

Note a LINCing story

Create a brief story or sentence about the meaning of thevocabulary word that links the reminding word and thevocabulary word.

Create a LINCing picture

Draw a picture that illustrates what the word means.

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Self-test

Using the reminding word, story, and picture, testwhether you remember the definition of the vocabularyword. Then test if you remember the vocabulary wordwhen you read its definition.

Source: Adapted from The LINCS Vocabulary Strategy by Edwin S. Ellis (2000 revisededition), Edge Enterprises, Inc., Lawrence, Kansas. Copyright 2000 by Edwin S. Ellis.Adapted with permission.

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Designing a StrategyWhen designing a strategy:

• Make sure the strategy is relevant to student needs.

• Watch how successful students perform the task.

• Complete a task analysis to identify steps involved in successfullyperforming the task.

• Try to perform the task using the steps you have identified. Revise asneeded.

• Consider student needs in completing the task and build support intothe steps as necessary.

• Present the steps using a mnemonic to aid memory.

• Keep the wording in each step brief and reflective of the student’svocabulary.

• Keep the number of steps in the strategy appropriate to the learners’capabilities.

• Involve students in the selection, adaptation, or development of thestrategy. Have the students try the strategy.

Evaluating a StrategyNot all strategies, or strategies instruction methods, are equally effective.While the methods and strategies presented in this program have receivedextensive field-testing and research validation, many strategies exist thathave not been proven to work. Teachers will also find that there are timeswhen they need to create their own strategies or revise existing strategies,and they will need to know if these strategies are working. Even a strat-egy that has been shown to make a difference may not be the right strat-egy for particular students. Strategies instruction methods may also needto be adjusted for a student’s needs.

Here are some tips for evaluating a strategy and how it is taught.

Include Students as Co-Evaluators. Students’ work and their self-mon-itoring records, including graphs they keep of their performance, are animportant source of evaluation information. In addition, students can dis-cuss with their teachers what steps of instruction and strategy compo-nents are most helpful to them.

Assess Changes in Attitudes and Cognition as Well as Learning andPerformance. Strategies instruction aims to help students develop more

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HANDOUT 18

Tips forDesigning andEvaluating aStrategy


positive attitudes about learning and themselves as learners, as well asgreater knowledge about the task at hand. Conversations with students canbe a useful evaluation tool, as can questionnaires.

Assess While Instruction is in Progress. Ongoing evaluation of stu-dents’ progress during instruction is critical to making adjustmentsneeded for individual students and to be sure the strategy being taught isappropriate. Teachers also need to be sure that the goals of each stage ofinstruction are being met.

Assess How Students Actually Use the Strategy. Teachers have foundthat students will sometimes modify a strategy they have been taught ormay not use it effectively. For example, a student may drop out a stepthat is considered too difficult or irrelevant. The strategy may need to bereworked, or the student may need a better understanding of the steps andcomponents. Further development of prerequisite skills might also benecessary. Some changes made by students may be useful or desirable,and teachers might want to incorporate these changes in their instruction.

Assess Students’ Use of the Strategy Over Time and in New Situations.An important goal of strategies instruction is flexible and continued use ofstrategies over time and in new situations. We cannot assume that studentswill continue to use strategies they have learned, or successfully adaptstrategies to meet new, appropriate situations. First, we must includeinstruction that helps students adapt and continue the use of strategies theyhave learned, and then we must assess if they are doing so. Cooperationfrom other teachers and discussion with students are important here.

Involve Parents and Other Teachers in Evaluation. Not only can thishelp achieve use of the strategy over time and in new situations, but par-ents and other teachers can help in identifying the most effective strate-gies or strategy components, and further needs for strategies instruction.

Use Portfolio Assessment Procedures. Portfolio assessment can provide away of bringing together and conducting the many forms of assessment wehave discussed. Students can keep different types of portfolios, includingbiographies of their work and reflections on their work and progress.

Be Reasonable. Newly developed or unproven strategies will need moreevaluation than proven strategies and methods. Also, teachers may notalways be able to initially implement all of the principles for evaluation andshould select those that best meet their and their students’ needs. Once theseevaluation principles are in place, additional evaluation processes can betried.

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Sample 1

This script for modeling was developed by teachers Mary Guidry andMaggie Alguire for a small group of 4th grade students with learning dis-abilities. In previous assignments these students did not include all sevencommon story parts (found below) in their writing, and had expressedconcerns about their ability to write.

The teachers wrote this script and practiced it together, preparing tomodel for their students. They used a graphic organizer to make notesas they worked on their ideas for the story parts. In front of them, theyhad a picture of an unhappy young boy standing in front of a door withhis arms outspread that they used as a story prompt, and a copy of thestrategy steps.

Modeling Script:

The first thing I’m supposed to do when writing a story is to follow thefive steps. My story will be more interesting and complete if I follow thesteps.

First I need to look at the picture.

Next I need to let my mind be free and brainstorm ideas about the pic-ture. I know I can think of ideas about the picture. I know I can think ofideas if I study the picture first. It looks like the boy doesn’t want anyoneto see what’s behind the door.

The next step is to jot down my reminder: W-W-W, What=2, How=2.The first W is WHO. Who is the main character? The boy is the maincharacter. Who is the other character that the boy doesn’t want to seewhat’s behind the door? His grandmother. I’ll use my grandmotherbecause I often write about my mother. The next W is WHEN. Whendoes the story take place? The story takes place on a Saturday morning.The grandmother is babysitting the boy. Writing down all this informa-tion is taking a lot of time, but my story will be complete, so it will beworth it. The third W stands for WHERE. Where does the story takeplace? Should this story take place at the boy’s house or the grandma’shouse? I think the boy is at the grandma’s house. The next step isWHAT=2. I have to answer two WHAT questions. The first what is,What does the main character want to do? He wants to keep his grandmaout of the room. He wanted to be helpful to his grandma and tried to dolaundry and he put too much soap in it and the room filled with soapsuds.This is getting to be fun. The other WHAT is, What happens when hetries to do it? The suds start seeping out from under the door and the

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ModelingScripts

HANDOUT 20


grandma sees it. The next step is HOW=2. I must answer two how ques-tions. The first HOW is, How does the story end? The story ends whenthe grandma opens the door and suds go up to their waists. They playedin the suds for a long time and then finally cleaned it up. I’m close tobeing done. I’m including all the parts and making a funny story. Thesecond HOW question is, How does the main character feel? At first hewas scared that his grandma would be angry but now he is happy andhaving fun. He was especially excited because his grandma told him thathe didn’t have to take a bath that night.

Now all I have to do is write the story:

One bright sunny Saturday Charlie went to stay with his grandmother.She was babysitting him for the day. Charlie played outside all morningand got his clothes filthy. He decided to help his grandma out and washhis own clothes even though he had never done it before. He put hisclothes in the washing machine, poured in a box of soap, and turned themachine on. After a while, suds began streaming out of the machine andpouring out onto the floor. Charlie was scared. He ran out of the laundryroom and stood in front of the door so his grandma wouldn’t see. Prettysoon, his grandma came to check on him. As Charlie was standing infront of the door, suds began to seep out from under the door. Hisgrandma was surprised and moved Charlie away from the door andopened it. Soapsuds bubbled out of the room and up to their waists. Char-lie was really scared but then his grandma began laughing and theyplayed in the suds for a long time and then cleaned it up together. Charliewas especially excited when his grandma told him he didn’t have to takea bath that night.

There! I’ve completed my story, now let me double check to make sure Ihave all the story parts. Do I have my three W’s? Yes. How about WHAT= 2 and HOW = 2? Yes, I have all of those. Wow, I did a great job andmy story is complete.

Sample 2

This script for modeling was developed by teachers Jean Anthony andAmy Smith for a group of 6th grade students with learning disabilitiesand behavioral problems. The students easily became frustrated withwriting, so they found ways to avoid it by diverting their attention. Con-sequently, they failed to complete their writing assignments and did notinclude all 7 common story parts (found below) in their writing.

The teachers wrote this script and practiced it together, preparing tomodel for their students. They used a graphic organizer to make notes

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as they worked on their ideas for the story parts. In front of them was apicture of a large angry turtle sitting on a log and looking up to the skythat they used as a story prompt, and a copy of the strategy steps.

Modeling Script:

Oh. I have to do another writing assignment. I can’t do this! Why doesshe do this to me? Okay. Wait a minute. Don’t worry. I know the trick. Ican get going.

What do I need to do? I have to write a story. It should have all 7 partsand be fun to read. I need to follow the WWW trick. I’ll just fill out thisweb to remind me of the 7 story parts.

So. First . . . I’ll look at the picture. Okay. A turtle. Big deal. Don’t blockon this. Fill out your web. Let’s start with WHO.

Who—an angry green snapping turtle.

Now WHEN.

When—12:00 noon, on a sunny day.

Okay. Two W’s down: one to go. I can do this. The last W is WHERE.

Where—on a hard brown log 3 feet in the air.

Good! Now I have to do WHAT = 2. What does the turtle want to do? Iwant to eat lunch. Isn’t it almost lunch time? Oh. yeah. I must finish this.I can do this. Okay. The turtle wants lunch too. Ha! That ought to getMrs. Smith.

What’s the other what? What does the main character try to do? Well,this is obvious—he wants to get out of the tree almost as much as I wantto get out of this story writing. Maybe I should go to the bathroom now.

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Hold on! Just a little more. I can do it. Okay. Finish this what. The turtlescreams for help and an eagle lifts him off the log.

The first HOW is, How does it end? The turtle doesn’t get lunch. Theeagle does.

The second HOW is, How does the main character feel? Well digested!Hey, Mrs. Smith—this turtle is at the low end of the food chain!

Look back over this web now. Did I include everything?

W W W? Yes.

WHAT = 2? Yes.

HOW =2? Yes.

Wow! I got this web done. I wish this was all I had to do. Oh well. I’vegone this far—I can finish it all.

Look at your web. Get a topic sentence. Grab the reader!

To be lunch or not to be, that is the question for Tony, the angry greensnapping turtle. It was lunchtime on a sunny day when Tony found him-self stranded three feet up in a tree. He yelled and screamed at the eaglecircling overhead to come and rescue him. Quickly, the eagle swoopeddown and clasped his talons around Tony’s rough shell. Up, up, up wentTony, still screaming at the eagle. Now he wanted down, but the eagledidn’t listen. The eagle had his take-out dinner!

Yeah—I’m done!

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Objectives of the Workshop

By the end of today’s session you should be betterable to

1. Describe learning characteristics associated withstudents with learning disabilities that may need tobe addressed instructionally.

2. Discuss the classroom teacher’s roles andresponsibilities related to teaching students withlearning disabilities.

3. Identify instructional adjustments that maysupport achievement for students with learningdisabilities.

4. Reflect on your own growth in addressing theinstructional and learning needs of students withlearning disabilities.

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OVERHEAD 1


Characteristics of Students withLearning Disabilities

Students with learning disabilities may be characterized by (checkall that apply)

____ Memory difficulties.

____ Attention difficulties.

____ Difficulties with reading, writing, or math.

____ Difficulties with expressive language.

____ Difficulties understanding task demands.

____ Difficulties generalizing information.

____ Trouble following directions.

____ Expectations of failure.

____ Low tolerance for frustration.

____ Low motivation to engage in and complete a task.

____ Negative task orientation.

____ Organizational skill difficulties.

____ Hyperactive behaviors.

____ Impulsive behaviors.

____ Distractibility.

____ Withdrawn behaviors.

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OVERHEAD 2


Catagorizing Characteristics of Studentswith Learning Disabilities

Students with learning disabilities may be characterized bydifficulties in three areas:


Examples include

• Memory difficulties.

• Attention difficulties.

• Difficulties with reading, writing, or math.

• Difficulties with expressive language.

• Difficulties understanding task demands.

• Difficulties generalizing information.

• Trouble following directions.

Attitudes/Beliefs/Emotions

Examples include

• Expectation of failure.

• Low tolerance for frustration.

• Low motivation to engage in and complete a task.

• Negative task orientation.

Behaviors

Examples include

• Organizational skill difficulties.

• Hyperactive behaviors.

• Impulsive behaviors.

• Distractibility.

• Withdrawn behaviors.

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OVERHEAD 3


Characteristics Affecting Learning

Learning may be affected by difficulties in learningand cognition, attitude and motivation, andbehaviors. For example, students may have difficulty

• Acquiring knowledge, skills, and strategies.This affects all academic subject and basicskill areas including reading, writing, spelling,spoken language, and mathematics.

• Interacting in social situations.

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OVERHEAD 4


Definition of a Learning Disability

A learning disability

. . . is a disorder in one or more of the basicpsychological processes involved in understanding orin using language, spoken or written, which disordermay manifest itself in imperfect ability to listen,think, speak, read, write, spell, or do mathematicalcalculations.

. . . includes such conditions as perceptualdisabilities, brain injury, minimal brain dysfunction,dyslexia, and developmental aphasia.

. . . does not include a learning problem that isprimarily the result of visual, hearing, or motordisabilities, of mental retardation, of emotionaldisturbance, or of environmental, cultural, oreconomic disadvantage.

Source: 34 C.F.R. §300.7(10)(i)-(ii) (2001).

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OVERHEAD 5


IDEA Provisions that Support StudentParticipation in the General Curriculum

1. The Individualized Education Program (IEP) mustinclude accommodations, modifications, and anyspecial services that the child needs to participate inthe general curriculum, as well as identify supportteachers needed to carry out the child’s program.

2. At least one classroom teacher must, to the extentappropriate, participate in the development, review,and revision of the child’s IEP, including thedetermination of

• Appropriate positive behavioral interventionsand strategies for the child.

• Supplementary aids and services, programmodifications, and supports for schoolpersonnel that will be provided for the child.

3. The child’s IEP must be accessible to eachclassroom teacher, who is responsible for itsimplementation. The teacher must be informed of thespecific accommodations, modifications, andsupports that must be provided for the childin accordance with the IEP.

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OVERHEAD 6


Terms to Know

Accommodation—alters the delivery of instruction ormethod of student performance in a way that doesnot change the content or conceptual difficulty ofthe curriculum.

Modification—alters the delivery of instruction ormethod of student performance in such a way as tochange the content or conceptual difficulty of thecurriculum.

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OVERHEAD 7


Assumptions About Accommodations

1. Accommodations respond to a student’s need.

2. Accommodations do not give the student an unfairadvantage.

3. Accommodations enable students to participate ininstruction and show what they know without beingimpeded by their disability.

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OVERHEAD 8


Practices and Accommodations

We are familiar with . . .

We need more information about . . .

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OVERHEAD 9


Accommodations We Plan toUse Immediately

Accommodation Need Addressed

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OVERHEAD 10



By the end of today’s session you should be betterable to

1. Describe the learning characteristics associatedwith students with learning disabilities that may needto be addressed instructionally.

2. Discuss the classroom teacher’s roles andresponsibilities related to teaching students withlearning disabilities.

3. Identify instructional accommodations that mayhelp students with learning disabilities to succeedacademically.

4. Apply knowledge of accommodations in yourclassroom.

5. Reflect on your own growth in addressing theinstructional and learning needs of students withlearning disabilities.

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OVERHEAD 11


Symbol Reading Challenge

LD = Learning disabilities

R = are

~ = characterized

] = by

[ = a

& = significant

< = difference

> = in

/ = the

% = student’s

^ = achievement

> = in

{ = some

} = areas

@ = as compared

2 = to

+ = his or her

# = overall

IQ = intelligence

Learning disabilities are characterized by a significantdifference in the student’s achievement in some areasas compared to his or her overall intelligence.

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OVERHEAD 12


Learning Disabilities Web

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OVERHEAD 13


Areas of Difficulty


Attitudes, Beliefs, and Emotions

Behaviors

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OVERHEAD 14


Teachers’ Responsibilities

____ Collaborate with other classroom teachers and specialeducation teachers, related service personnel, administrators,family members, and the students themselves.

____ Get to know students and welcome each of them as a fullclassroom member.

____ Assume responsibility for teaching all students.

____ Make sure everyone belongs to the classroom community.

____ Participate in determining the students’ learning outcomesincluded on IEP’s.

____ Ensure that students have the supports, services, andsupplementary aids they need to participate in the curriculum.

____ Provide effective, diversified instruction to all students.

____ Provide instructional and assessment accommodations thataddress student needs.

____ Adapt the classroom environment and materials to address thestudents’ learning needs.

____ Evaluate their teaching in relation to studentprogress.

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OVERHEAD 15


Anticipate Needs Depending on theInstructional Task

• Know student’s strengths and needs.

• Anticipate difficulties.

• Make adjustments as needed.

• Check to make sure the accommodation works.

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OVERHEAD 16


Reflections on the Video

• Positive practices in addressing the needs ofstudents with learning disabilities.

• Practices addressed in the video that arequestionable or for which you have doubtsabout their practicality or usefulness.

• Questions you still have about makinginstructional accommodations for studentswith learning disabilities.

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OVERHEAD 17


Accommodations—Part 1

Cognitive

Student has difficulty remembering directions.

• Be explicit and systematic in your instruction.

• Model and show him how to do each step.

• Provide additional instruction as needed.

• Provide instruction both verbally and visually.

Affective

Student does not try new tasks.

• Create a risk-free environment in the classroom.

• Encourage student to participate.

• Reinforce participation.

• Ensure student knows how and is able to accomplishthe task.

• Emphasize the role of effort in being successful.

• Promote an “I can do” attitude.

• Pair student with peers to enhance motivation.

Student has difficulty organizing work.

• Explicitly teach organizational skills, such as how to keep ahomework organizer (e.g., record daily homeworkassignments for each subject or class).

• With student, break a large assignment into smaller stepsand allocate time to each step.

• Have extra materials available.

• Have student self-monitor (e.g., via a checklist)some aspect of organizational behavior.

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OVERHEAD 18


Accommodations—Part 2

For each characteristic, suggest possible accommodations.

Cognitive

• Student has difficulty attending to oral presentations.

• Student has difficulty understanding concepts.

• Student has difficulty remembering directions.

• Student has difficulty focusing on main idea.

• Student does not have sufficient background knowledge.

• Student has not developed prerequisite skill (e.g., reading).

Affective

• Student becomes easily frustrated.

• Student makes self-effacing statements.

• Student does not try new tasks.

Behavioral

• Student has difficulty organizing work.

• Student is easily distracted.

• Student has difficulty remaining in seat during seatwork andgroup discussions.

• Student withdraws from group activities.

• Student has difficulty finishing assignments.

• Student forgets to bring materialsto class.

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OVERHEAD 19



1. Become aware of how strategies instruction mayhelp students with learning disabilities progressthrough the general curriculum.

2. Describe the basic instructional elements ofstrategies instruction.

3. Reflect on how strategies instruction might beintegrated into one’s classroom to help students withlearning disabilities succeed in the curriculum.

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OVERHEAD 20


Descriptions

A strategy is an individual’s approach to a learningtask. It includes how a person thinks and acts whenplanning, executing, and evaluating performance.Strategies are used with purpose and effort. Theyare essential to the task and make a meaningfuldifference in performance.

Strategies instruction refers to helping studentsdevelop strategies for learning that help themdevelop critical skills and abilities. Students alsolearn when and where it is appropriate to use astrategy and how to monitor their own performance.

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OVERHEAD 21


Aspects of Strategies Instruction

• The strategy itself must be designed. These arethe specific “steps” that are directly related tocompleting the task.

• The strategy must be taught to students usingan effective instructional approach.

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OVERHEAD 22



1. Become aware of how strategies instruction mayhelp students with learning disabilities progressthrough the general curriculum.

2. Gain working knowledge on how to design astrategy.

3. Describe the basic instructional elements ofstrategies instruction and how the approach may beused to help students with learning disabilities.

4. Generate ideas for implementing strategiesinstruction with students.

5. Reflect on one’s own growth in understandingstrategies instruction to address learning needs ofstudents with learning disabilities.

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OVERHEAD 23


Develop a strategy for . . .

• Finding the main idea in a text passage.

• Solving a mathematics story problem.

• Writing a story.

• Learning new vocabulary words.

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OVERHEAD 24


Tips for Designing a Strategy

• Make sure the strategy is relevant to studentneeds.

• Watch how successful students complete thetask.

• Complete a task analysis to identify steps.

• Try to perform the task using your steps.Revise as needed.

• Consider student needs in completing the taskand build support into the steps as necessary.

• Present steps using a mnemonic to aidmemory.

• Keep the wording in each step brief andreflective of the student’s vocabulary.

• Keep the number of steps in the strategyappropriate to the learner’s capabilities.

• Involve students in the selection, adaptation,or development of the strategy. Have thestudents try the strategy.

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OVERHEAD 25a


Tips for Evaluating a Strategy

• Include students as co-evaluators.

• Assess changes in attitudes and cognition aswell as learning and performance.

• Assess while instruction is in progress.

• Assess how students actually use the strategy.

• Assess students’ use of the strategy over timeand in new situations.

• Involve parents and other teachers inevaluation.

• Use portfolio assessment procedures.

• Be reasonable.

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OVERHEAD 25b

Elements of Strategies Instruction

• Develop background knowledge

• Discuss it

• Model it

• Memorize it

• Support it

• Maintain independent performance

.

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OVERHEAD 26


The components of this model for teaching strategies are derivedfrom models pioneered and researched by Don Deshler, JeanSchumaker, and colleagues at the University of Kansas Center forResearch on Learning, and Karen Harris and Steve Graham at theUniversity of Maryland.

Elements of Strategies Instruction—Part 1

Develop background knowledge

• Help students develop the knowledge andpreskills needed to understand, acquire, andexecute the strategy and accompanyingself-regulation procedures that are not alreadyin the learner’s repertoire.

Discuss it

• Examine and discuss current performance datawith students.

• Review any strategies students currently useto accomplish a given task.

• Discuss any negative or ineffective selfstatements or strategies (optional).

• Introduce the strategy. Describe the steps.

• Discuss the benefits and significance of thestrategy, as well as how and when it should beused.

• Ask students to make a commitmentto learn the strategy.

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OVERHEAD 27a



Model it

• Model how to use the strategy usingappropriate self-instructions (e.g., problemdefinition, planning, strategy use,self-evaluation, coping and error correction,and self-reinforcement statements).

• Ask students to comment on the modeledperformance and to suggest changes that willmake the strategy more effective.

• Have students develop and record personalstatements they plan to use while employingthe strategy.

Memorize it

Note: This stage is primarily for students with severelearning and memory difficulties.

• Introduce any mnemonics to help studentsmemorize the strategy.

• Help students memorize the self-instructionsand steps in the strategy.

• Allow paraphrasing only if themeaning remains intact.

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OVERHEAD 27b



Support it

• Have students use the strategy and self-instructions whileperforming the task.

• Introduce self-regulation procedures (e.g., goal setting,self-monitoring, self-recording, self-assessment, andself-reinforcement).

• Act as a coach and guide to help students use the strategy.As students become more adept at using the strategy,gradually reduce prompts, interaction, and guidance duringpractice sessions until the student achieves independence.Make adjustments for students as needed.

• Provide intensive support for students who need it.Collaborate with special education and other supportpersonnel to provide the student with more intensiveinstruction.

• Plan with students how they will transfer the strategy tonew situations and how they will maintain its use.

Maintain independent performance

• Monitor students’ independent use of the strategy.

• Have students implement their plans for maintenance andgeneralization.

• Encourage those students who are not already doing so tosay their personal statements to themselves.

• Work with students to start fading out any self-regulationprocedures currently in use.

• Evaluate performance while using thestrategy with students.

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OVERHEAD 27c


Self-Regulation Strategies

When combined with other knowledge- orskill-specific strategies,enable learners to develop and execute a plan ofaction for accomplishing a desired taskindependently.

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OVERHEAD 28


Types of Self-Regulation Strategies

• Goal-setting—setting goals for learning and forusing the strategy.

• Self-monitoring—monitoring and recording useof the strategy, as well as the success of itsapplication.

• Self-instructions—developing an internaldialogue for directing and evaluating use ofthe strategy.

• Self-reinforcement—reinforcing oneself forusing the strategy and completing the task.

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OVERHEAD 29


Modeling

• Present step-by-step demonstration of covertand overt procedures involved in learning thestrategy.

• Articulate covert processes involved in thestrategy.

• Prompt students’ involvement and check theirunderstanding during modeling.

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OVERHEAD 30


POW and Story Writing Strategies

POW is a strategy that helps students get ready to write:

Pick my ideaOrganize my notesWrite and say more

POW is often linked to another writing strategy—in this case, theStory Grammar Strategy:

Think of a story you would like to share with others.

Let your mind be free.

Write down the story part reminder:

W-W-WWhat = 2How = 2

Make notes of your ideas for each part.

Write your story—use good parts, add, elaborate, or revise as youwrite or afterwards, and make sense.

The strategy mnemonic is

WHO is the main character? Who else is in the story?WHEN does the story take place?WHERE does the story take place?WHAT does the main character do or want to do;

what do other characters do?WHAT happens when the main character tries to do it? What

happens with other characters?HOW does the story end?HOW does the main character feel; how do

other characters feel?

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OVERHEAD 31


Guidelines for Strategies Instruction

Plan how you will1. Explicitly teach and model the strategy. Adjustexplicitness to student needs.

2. Individualize strategy instruction. Determine whichstudents will need more intense instruction andsupport.

3. Provide support and collaborate with students toensure that they eventually apply the strategyindependently.4. Anticipate difficulties. Remember that studentswith learning disabilities often have difficultymaintaining use of strategies, as well as generalizingthem to new tasks.

5. Provide instruction that is criterion-based ratherthan time-based. Determine initial criteria andexpectations for student mastery of all prerequisiteskills.

6. Introduce new strategies and upgrade previouslytaught strategies in an ongoing manner.

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OVERHEAD 32


Implementation Issues

Collaboration among classroom teachers, specialeducation teachers, and other specialists isimportant because

• More time may be needed for students withlearning disabilities to master the strategy.Support personnel may be available to provideadditional instruction in small groups and inone-on-one arrangements.

• Students with learning disabilities may havegaps in their prerequisite skills and knowledgerequired for performing the task. Supportpersonnel may be helpful in offeringsuggestions and providing supplementalinstruction.

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OVERHEAD 33


Readings and Resources


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READING 1

Source: From Learning Disabilities, by the National Information Center for Children and Youth withDisabilities (NICHCY), December 2001, Washington, DC: Author. [Available online atwww.nichcy.org.]

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READING 2

Source: From “What do I do now? A teacher’s guide to including students with disabilities,” byM. Giangreco, 1996, Educational Leadership, 53(5), pp. 56–59. Copyright 1996 by Michael F.Giangreco. Reprinted with permission.

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READING 3

Source: From School Accommodations and Modifications (PHP-c49), by the PACER Center, Inc., 2000,Minneapolis, MN: Author. [Available online at http://www.pacer.org.] Copyright 2000 by PACER Cen-ter, Inc. Reprinted with Permission.

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READING 4

Source: From “Step 3: Enhance learning,” by the Baltimore City Public School System(BCPSS), 1999, STEPS for Instructing Diverse Learners, pp. 47, 50–55). Copryright 1999 byBaltimore City Public School System. Reprinted with permission.

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READING 5

Source: From Making assessment accommodations: A toolkit for educators, by the ASPIIRE and ILIADPartnership Projects, 2000, Arlington, VA: Council for Exceptional Children. Copyright 2000 byCouncil for Exceptional Children. Reprinted with permission.

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READING 6

Source: From “Teaching Students with Learning Disabilities to Use Learning Strategies,” by N.Sturomski, July 1997, NICHCY News Digest, 25, 2–12.

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READING 7

Source: From “Strengthening the Second “R”: Helping Students with Disabilities Prepare Well-writtenCompositions,” by ERIC/OSEP Special Project, Winter 2002, Research Connections in Special Educa-tion, 10, pp. 2–5. Arlington, VA: The ERIC Clearinghouse on Disabilities and Gifted Education.[Available online at http://www.ericec.org after February 2002.]

“Both the teacher and students likethe strategy instruction. It helps allstudents—especially students withdisabilities—feel more confidenttackling writing assignmentsbecause they have a clear sense ofhow to do it.”

Barbara Danoff-Friedlander

Case Study One

Martin Anderson, a contemporary essayist, indicated “an outline or some sharply definedconceptual map always precedes any of my serious writing” (Anderson, 1995, p. 10). In severalstudies (Graham & Harris, 1989b; Sexton, Harris, & Graham, 1997), we examined if teaching asomewhat similar strategy would help students who find writing and learning challenging writebetter opinion essays. The strategy involved a series of steps designed to help writers identifywhat they plan to accomplish, generate an initial content outline, and continue to expand andmodify the outline while writing.

Setting and Participants. The first case study took place in an elementary school located just out-side of the “Beltway” surrounding Washington, D.C. The population of the school was diverse -62% of the children in the school were African American, 23% were Caucasian, 11% were Asian,and 3% were Hispanic. Approximately 40% of these students received free or reduced-fee lunches.

The writing strategy was taught to six students identified as learning disabled by theschool district. These fifth and sixth grade students were in general education classes all day, asthe school employed an inclusion model for teaching students with special needs. Theirmulti-grade writing class was team taught by a general and special education teacher. A processapproach to writing instruction, Writers’ Workshop, was used in the classroom (Atwell, 1987).Students continued to participate in Writers’ Workshop, while receiving instruction in the compo-sition strategy in a small group.

These students were selected to receive SRSD instruction based on teachers’ judgement thateach had difficulty with writing, displayed a low level of motivation, and had maladaptive beliefsabout the causes of writing success and failure. The teachers also wanted them to improve their essaywriting skills, as they perceived these to be important not only for upper elementary school, but forthe coming middle and high school years as well.

Four of the six students were male, and five were African American (one was Caucasian).Their IQ scores on the Wechsler Intelligence Scale - Revised ranged from 81 to 117. The threefifth-grade students and one of the sixth-grade students were reading at a third-grade level, while theother two sixth-grade students were reading at a fourth-grade level. On a standardized measure ofwriting, the Test of Written Language -2 (Hammill & Larsen, 1988), five of the six students scoredbelow the mean for their age level. Although one student scored above the mean, teachers indicatedthat the test did not provide an accurate representation of her writing, particularly her essay writing.The essays she typically produced failed to include important information and often contained a con-siderable amount of irrelevant information. Despite the emphasis on planning in their writing class,none of the six students showed any evidence of advanced planning when writing.

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READING 8

Source: From “Writing and Self-Regulation: Cases from the Self-Regulated Strategy Development model,” by S.Graham, K. R. Harris, and G. Troia, 1998. In D. Shunk & B. Zimmerman (Eds.), Self-regulated learning: Fromteaching to self-reflective practices, pp. 26–35. New York: Guilford Press. Copyright 1998 by The Guilford Press.Reprinted with permission.

Instruction. The teacher began instruction by leading a discussion on what the students already knewabout opinion essays, including the elements that are commonly found in a such an essay (DevelopBackground Knowledge). This knowledge was considered to be an essential prerequisite to using thetarget writing strategy, as these elements served as prompts for generating information to include inthe outline. The teacher and students discussed three

types of common essay elements: premise, supporting reasons, and conclusion. Next, they identifiedexamples of these elements in essays they were reading in class and essays written by other children.They then spent some time generating ideas for essay parts, using different topics.

Following this initial lesson, an individual conference was held with each student (Discuss It).The teacher and student talked about strategies or self-statements that the student currently usedwhen writing. At this point, the teacher indicated that she would like to teach the student a strategy forwriting essays. They talked about the goals for learning the strategy (to write better essays), and howincluding and expanding essay parts could improve writing. The teacher also introduced the conceptof progress monitoring, indicating that self-assessment would allow the student to monitor the com-pleteness of essays and the effects of using the strategy. Together, they counted and graphed thenumber of elements included in previously written essays. The teacher explained how the graphwould continue to be used for self-monitoring as the child learned the writing strategy. Before com-pleting the conference, the teacher emphasized the student’s role as a collaborator, and they con-jointly developed a written goal to learn the strategy.

After the individual conferences, teacher and students resumed their discussion of thewriting strategy in a small group. Each student had a chart listing the steps of the strategy (seeTable 3). The first step in the strategy involves identifying the intended audience and reasons forwriting the paper. During the second step, students develop an outline for their essay. Thisincludes establishing the premise for the paper, generating ideas to support the premise, evaluat-ing readers’ reaction to each idea (and eliminating unsound ideas), noting a conclusion for thepaper, and determining how the argument will be structured or sequenced. The third step is areminder to continue revising and improving the outline while writing.

TABLE 2.3 Steps in the Writing Strategy

Think, who will read this, and why am I writing it?

Plan what to say using TREE.

note Topic sentence

note Reasons

then Examine reasons

note Ending

Write and say more.

The teacher asked the students what they though the reason for each step might be. Thegroup then discussed how and when to use the strategy (e.g., whenever you are asked to give your

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opinion or tell what you believe). The teacher described the procedures for learning the strategy,stressing the importance of effort, since a strategy can’t work if it hasn’t been mastered (this was meantto serve both attributional and goal setting functions).

During a third lesson, the teacher modeled how to use the writing strategy, while thinking outloud (Model It). The students participated by helping her as she planned, and as she wrote the firstdraft. Together they accepted and rejected possible ideas to support the teacher’s premise and contin-ued to modify the plan while writing the paper. Once a first draft was written, the teacher and stu-dents reread the paper and made revisions.

As she modeled the strategy, the teacher used a variety of self-instructions to help her managethe strategy, the writing process, and her behavior. These included problem definition (e.g., “What doI need to do?”), planning (e.g., “OK, first I need to ...”), self-evaluation (e.g., “Did I say what I reallybelieve?”), and self-reinforcement statements (e.g., “Great, this is a good reason.”). She attributed hersuccess in writing the essay to effort and use of the strategy. (As noted earlier, these children hadmaladaptive beliefs about causes of writing success and failure). Examples of attributional self-state-ments included: “If I work hard and follow the steps of the strategy, I’ll write a good essay” and “I wantto write a good essay, so I will try hard to use the strategy and include good essay parts.”

After modeling how to use the writing strategy, the teacher and students discussed the impor-tance of what we say to ourselves while we work (students volunteered examples of personal posi-tive, and sometimes negative, self-statements they used when writing). They also identified the typesof things the teacher said that helped her work better, stressing statements emphasizing the role ofeffort and strategy use. After discussing how these self-statements were helpful, each student gener-ated and recorded on a small chart self-statements they would use to (1) manage the strategy and thewriting process (e.g., “Slow down and take my time.”) and (2) attribute success to effort and use of thestrategy (e.g., “Work hard - Write better.”).

Students worked on memorizing the strategy, the mnemonic (TREE), and severalself-statements they planned to use during a fourth lesson (Memorize It). Practice memorizingthis information was done with a partner - students typically practiced by quizzing each other.These items were memorized easily by most students, but some needed more extended practice.

In subsequent lessons, students received assistance from the teacher as they applied the writ-ing strategy and self-regulation procedures while writing essays (Support It). The goal during thisstage of instruction was to support children’s efforts as they were learning to use these procedures.The teacher adjusted and modified the level of support provided, reducing assistance as each childbecame increasingly adept at using these procedures.

At first, students received considerable support in developing a writing outline. Based on herprevious experience with the students, the teacher thought that this part of the strategy would be chal-lenging for them. Support initially involved the teacher acting as the lead collaborator during plan-ning. As they planned together, the teacher intentionally committed a few errors, like forgetting astrategy step. This led to discussions about the impacts of and reasons for such errors. The teacherthen modeled correcting the miscue, combining the correction with a positive attributional statement

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such as: “I need to try to follow all of the strategy steps, so I can write a good essay.” If students subse-quently made mistakes in using the strategy, the possible consequences of the miscue were againexamined and students were encouraged to redo the step while using a positive attributionalstatement.

The teacher’s role as a planning collaborator was quickly replaced with less intrusive forms ofassistance and scaffolding, including reminders to carry out a step or use self-statements, promptingto devote more attention to a specific process (e.g., generate more possible supporting reasons), andfeedback on the use of the strategy and accompanying self-regulation procedures. In some instances,it was necessary for the teacher and a student to revisit the rationale underlying an individual step(e.g., the need to evaluate readers’ reactions to each idea). Assistance also included helping studentsdetermine which self-statements were useful to them. Reference to the strategy chart or self-statementlists as a reminder was faded, and the teacher encouraged students to use their self-statementscovertly.

As students worked on their essays, the teacher encouraged them to use goal setting andself-assessment (continuing the use of the graphs) in conjunction with the writing strategy andself-statements. Prior to planning an essay, students set a goal to include all of the parts in their paper.Once an essay was completed, the student reviewed the paper, determining if any parts were missingas well as counting and graphing the number of essay elements included. Students then shared theiressay with each other, providing feedback on the strengths and weaknesses of each other’sarguments.

After writing three or four essays, all students were able to use the writing strategy andself-regulation procedures without teacher support. At this point, students planned and wrote essaysindependently (Independent Performance). The teacher provided positive and constructive feed-back as needed, and students continued to share their essays with each other. Some students stillrelied on their strategy charts and lists of self-statements as a prompt or reminder, but were encour-aged to work without them. Students were asked to continue using goal setting and graphing on atleast two more essays. After that, they were told that use of these procedures was up to them.

In a group conference, students discussed how what they were learning could be used inother classes. Several students indicated that they now told themselves “to try harder” when writing orasked themselves if their paper “was good enough.” Opportunities for using the writing strategy andself-regulation procedures in the future were identified by the students. Each student also evaluatedthe strategy and the instructional process. They all indicated that they enjoyed learning the strategyand that other students would benefit from learning it as well (e.g., “All schools should learn this.”).When asked if they would change anything about instruction, the only recommendations was to givehomework assignments to use the strategy.

A formal evaluation, using single subject methodology, indicated that instruction changedboth how and what students wrote (Sexton et al., 1997). When asked to write an essay prior to SRSDinstruction, they immediately started to write, generating essays of poor quality, containing only twoor three ideas. They typically started their essays by stating their position, followed by a single

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supporting reason, ending abruptly without a concluding statement. Following instruction, mostpapers were planned in advance, and the quality of the resulting essays improved (see Table 4).Papers became longer, the number of reasons supporting the premise increased, text was coherentlyordered, and all of the basic elements of a good essay were present. They were generally more confi-dent about their ability to write a good essay. Five of the students also became more positive aboutthe role of effort, strategy use, or both in writing. Similar results were obtained in previous evaluationsby Graham and Harris (1989b) and Tanhouser (1994).

TABLE 2.4 Example of Performance before and after SRSDInstruction for a Student in Case Study 1

Before instruction

Well yes and no. It depends if you have the kind of house that is right and you think you can take careof it. ( In response to : Should children be allowed choose their own pets?

After instruction

Yes, I think it is a good idea for children to learn a second language. When they go to other countries,they will know what the people are saying. And if they move there and have to go school they willunderstand the teacher and what she is saying. So that is why it is best that children learn a second lan-guage now, so when their Mom wants to travel to different counties, they will be excited and they willthink it is fun because where ever they go or move to , they will know the language. So that is why Ithink should learn a second language. [ In response to: Should children be required to learn a secondlanguage! ]

Case Study Two

The second case also involved teaching students to develop an outline for their paper inadvance of writing. The methods used to teach the writing strategy, however, differed in two impor-tant ways. Instead of first describing the strategy and asking students to reflect on the rationale andvalue of each step, the instructor modeled how to do several tasks (using goal setting, brainstorming,and organizing) and students derived or abstracted the essential features, rationale, and value of theprocesses used by the instructor. A mnemonic was then introduced as a way to help students remem-ber to carry out these processes not only when writing, but with other tasks involving planning aswell. A second difference involved the use of “homework” to promote maintenance and generaliza-tion. For homework, students were asked to identify an opportunity to apply the strategy to othertasks at home or school, how it would be helpful, and what modifications were needed. After com-pleting the homework assignment, students reflected on the consequence and relevance of their strat-egy use.

Participants. The writing strategy was taught individually to three, fifth grade students with LD by thethird author of this chapter. On the Test of Written Language - 2 (Hammill & Larsen, 1988), each child

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scored one standard deviation or more below the mean, and the children’s teachers indicated thatwriting problems were evident in the classroom as well.

Two of the students were male, and one was African American (the other two were Cauca-sian). Their IQ scores on the Wechsler Intelligence Scale - III ranged from 98 to 104. Each student wasreading two standard deviations below grade level. Each child’s teacher used the process approach towriting instruction. Although some planning instruction did occur during writing period, none of thestudents planned in advance when writing.

Instruction. Instruction began by reviewing and expanding what each child knew about opinionessays and stories (Develop Background Knowledge). The instructor believed that the impact of thestrategy would be greater if each child was knowledgeable about the attributes of a good essay andstory. The instructional activities for developing this knowledge were similar to those used in the firstcase and are not reiterated here.

Following this initial session, each student participated in three lessons where the instructormodeled how to do specific tasks using goal setting, brainstorming, and organizing (the primary pro-cesses included in the strategy); the student abstracted and evaluated the essential processes applied;and the strategy was introduced as a reminder for employing these processes with writing and othertasks (Model It and Discuss It).

In the first lesson, the instructor modeled, while thinking out loud, the use of these processesto read a chapter and write a story. In reading the chapter, the instructor first set a goal (“find out howplants fit into the food chain”), brainstormed or listed what he already knew, and organized his ideasby topics. As he read, he modified his outline by adding, deleting, changing, and rearranging bothideas and categories. Similarly, when writing a story, the instructor set a goal (“to write a good story toshare with my creative writing class”), brainstormed ideas to include in the story, and sequenced theideas he planned to use. While writing, he modified his outline - adding, changing, deleting, and rear-ranging ideas. While modeling both tasks, he provided a rationale for each thing he did and verballyreinforced himself on a job well done. When generating and organizing ideas or later modifying theplan, the student was encouraged to assist the instructor.

After the two tasks were modeled, the student was asked to take some time and think aboutwhat the instructor did. To help the child abstract the essential features, rationale, and value of thethree processes used to accomplish the tasks, the instructor guided the student’s thinking by asking aseries of questions. Questions initially focused on what the instructor did that was similar when doingboth tasks and what was different. All of the students identified goal setting, brainstorming, and orga-nizing as similar. The instructor then focused the questions more tightly, by asking the student tothink about why he used each of these processes and how they helped him. Questioning then shiftedto how the instructor’s approach to writing a story differed from the child’s own approach. The stu-dent was also asked to evaluate the possible use of each of the processes in his or her own writing.

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Identical procedures were used in the next two lessons where the instructor modeled prepar-ing a speech, planning a trip, and writing a story. The only difference was that the student was askedto think about what the instructor did that was similar and different when modeling in each lesson.This series of lessons ended with the instructor introducing a mnemonic to help the child remember toset goals, brainstorm, and sequence when writing and doing other tasks involving planning. A smallchart was used to introduce the mnemonic, STOP & LIST: Stop Think Of Purpose & List IdeasSequence Them.

On the following day, discussion of STOP & LIST resumed with the student considering if andhow goal setting, brainstorming, and sequencing might be helpful. A list of when, where, and whythe student used each of the three processes previously was generated. At this point, the instructorindicated that he was inviting the child to learn how to use STOP & LIST and described the proceduresfor learning it. He indicated that the purpose for learning the strategy was to “write better stories anduse it with other tasks.” The student then generated what he or she would do to facilitate the learningprocess (e.g., “not give up;” “work hard”)

During this lesson, the student briefly practiced memorizing the mnemonic and sentence itrepresented (Memorize It). This continued in succeeding lessons until the student could repeat it botheasily and quickly.

In the next stage of instruction, students received assistance from the instructor in applyingSTOP & LIST when writing stories (Support It). The instructor collaboratively planned a story witheach student, and made sure the strategy and mnemonic were used appropriately. The chart with themnemonic was used to remind students to set goals, brainstorm, and sequence. On subsequent sto-ries, the instructor modified the amount of input and support provided to meet each child’s needs.Assistance included prompting, providing guidance and feedback, and re-explanations. This scaf-folding, including the use of the mnemonic chart, was faded as quickly as possible for each child.

After writing a story, students were asked to identify why they were successful, unsuccessful,or both; assess the role of goal setting, brainstorming, and sequencing in writing the story; and con-sider what else they could have done to write an even better story. Each student also identified anopportunity to apply STOP & LIST at home or school, indicating how it would be helpful and whatmodifications were needed to make it work. Examples of homework included planning a report, atrip, and supplies needed for school. At the start of the next lesson, they provided evidence (their out-line or planning sheet) that the homework assignment had been successfully completed, and assessedthe role and value of the strategy in carrying out the task. Each child also described any other timesgoal setting, brainstorming, or sequencing had been used since the prior lesson. Examples generatedby the children centered on the completion of writing assignments.

After writing two stories, each student was able to use STOP & LIST without instructor sup-port. At this point, students planned and wrote stories independently (Independent Performance).The teacher provided positive and constructive feedback as needed. Students continued to do home-work as well as reflect on the consequence and relevance of using the strategy.

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Instruction was discontinued when a child could use the strategy independently to write astory and completed two homework assignments successfully in a row. Once this goal was achieved,the student was asked to reconsider how the processes of goal setting, brainstorming, and sequencingwere helpful when writing stories and completing homework assignments. They further discussedhow STOP & LIST had to be modified for these tasks, and identified opportunities for applying thestrategy in the future (e.g., writing assignments, homework, shopping, and organizing their room).

A formal evaluation, using single subject methodology (Tawney & Gast, 1984) indicated thatinstruction changed both what and how students wrote (Troia et al., 1997). Prior to the start of SRSDinstruction, the participating students did no planning in advance of writing their stories. Followinginstruction, however, they consistently used STOP & LIST to plan stories, and their papers becamelonger and more complete (see Table 5). These effects generalized to a second genre, the writing ofopinion essays, and were maintained on writing probes administered almost a month after instructionwas terminated. Students were also positive about the strategy and instructional processes, indicatingit would help “me get better grades in school,” “think of ideas I might not have,” and “write goodstories.”

TABLE 2.5 Example of Performance before and after SRSDInstruction for a Student in Case Study 2

Before instruction

One day in July a man went on a balloon ride. And he went in a canyon and [tried] to go through it butit stop ahead. The man tried to go up but it was run out of time, so he put it down instead. Then heclimbed the side and went home. The end.

After instruction

One morning in Lusby, Maryland, Christina, a babysitter, was watching Chris. Chris was only nineyears old. Chris was a scientist. Christina are something in his laboratory. Christina was getting far.Steam came from her ears and from her mouth too. Christina was turning colors. Chris gave her a cure.If didn’t work. Chris started to make a new cure, but it was too late. Christina broke through the walland bounced down the street. Christina bounced off a small cliff and she bounced back up to a mon-ster car rally. She crushed all of the cars. Chris ran after her and threw her the pill. She swallowed it.She went back to normal. She was glad to be 89 pounds and not 698,319 pounds. They went backhome. Chris’ mom, Sue, came home but did not use the door. She came through a hole in the wall.Christina said it was one of Chris’s experiments. The end.

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READING 9

Source: From The LINCS Vocabulary Strategy, by Edwin S. Ellis, available from Edge Enterprises, Inc.,Lawrence, Kansas. Copyright 2000 by Edwin S. Ellis. Reprinted with permission.

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Source: From The LINCS Vocabulary Strategy by Edwin S. Ellis, a 58-page manual that explains the use of theLINCS strategy and provides detailed information on how to effectively teach it to students. The manual is pub-lished by Edge Enterprises, Inc., Lawrence, Kansas. To purchase the manual and to arrange for staff developmentin using this strategy or any of the learning strategies developed by the University of Kansas Center for Researchon Learning (CRL), contact the CRL at 1-785-864-4780, email: [email protected], or go to the Web site:http://www.ku-crl.org. Ed Ellis can be contacted at 1-205-348-1441 or via email: [email protected]. Reprintedwith permission.

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De La Paz, S. (1999). “Teaching writing strategies and self-regulationprocedures to middle school students with learning disabilities.” Focus onExceptional Children, 31(5), 1–16.

De La Paz, S., Owen, B., Harris, K. R., & Graham, S. (2000). “RidingElvis’s Motorcycle: Using self-regulated strategy development to PLANand WRITE for a state writing exam.” Learning Disabilities Researchand practice, 15(2), 101–109.

Deshler, D. D., Ellis, E.S., & Lenz, B. K. (1996). Teaching adolescentswith learning disabilities: Strategies and methods. (2nd ed.) Denver:Love Publications.

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Deshler, D. D, Schumaker, J. B., Harris, K. R., & Graham, S. (Eds.)(1999). Teaching every adolescent every day: Learning in diverse middleand high school classrooms. Cambridge, MA: Brookline Books.

Ellis, E. S., Deshler, D. D., Lenz, B. K., Schumaker, J. B., and Clark, C.F. (1991). “An instructional model for teaching learning strategies.”Focus on Exceptional Children, 23(6), 1–24.

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ERIC/OSEP Special Project (Winter 2002). “Strengthening the second“R”: Helping students with disabilities prepare well-written composi-tions.” Research Connections in Special Education (number 10).Arlington, VA: The ERIC Clearinghouse on Disabilities and Gifted Edu-cation. Available online at http://www.ericec.org.

Fisher, J., Schumaker, J. B., & Deschler, D. D. (1995). “Searching forvalidated inclusive practices: A review of the literature.” Focus on Excep-tional Children, 28(4), 1–20. Reprinted in E. Meyen, G. Vergason, & R.Whelan (Eds.) (1996), Strategies for teaching exceptional children ininclusive settings, pp. 123–154. Denver, CO: Love Publishing Company.

Gaskins, I., & Elliott, T. (1991). Implementing cognitive strategy trainingacross the school: The Benchmark manual for teachers. Cambridge, MA:Brookline Books.

Giangreco, M. (1996). “What do I do now? A teacher’s guide to includ-ing students with disabilities.” Educational Leadership, 53(5), 56–59.

Graham, S., & Harris, K. R. (1996). “Addressing problems in attention,memory, and executive functioning: An example from Self-RegulatedStrategy Development.” In L. Reid & N. Krasnegor (Eds.), Attention,memory, and executive function. Baltimore, MD: Paul BrookesPublishers.

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Jitendra, A., Hoppes, M., & Xin, Y. (2000). “Enhancing main idea com-prehension for students with learning problems: The role of a summari-zation strategy and self-monitoring instruction.” The Journal of SpecialEducation, 34(3), 127–139.

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minds: A resource book for teaching thinking. Alexandria, VA: Associa-tion for Supervision and Curriculum Development.

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Scheid, K. (1993). Helping students become strategic learners: Guide-lines for teaching. Cambridge, MA: Brookline Books.

Scruggs, T., & Mastropieri, M. (1992). Teaching test taking skills:Helping students show what they know. Cambridge, MA: BrooklineBooks.

Smith, T., Dowdy, C., Polloway, E., & Blalock, G. (1997). Children andadults with learning disabilities. Needham Heights, MA: Allyn & Bacon.

Special Education and Student Support Services (1999). STEPS forinstructing diverse learners (K–3, 4–5, 6–8, 9–12). Baltimore, MD: Bal-timore City Public School System.

Swanson, H. L. (2001). “Searching for the best model for instructing stu-dents with learning disabilities.” Focus on Exceptional Children, 34(2),1–15.

Tannock, R., & Martinussen, R. (2001). “Reconceptualizing ADHD.”Educational Leadership, 59(3), 20–25.

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Additional Information on Strategies InstructionFor more information and staff development on strategies instruction andeffective learning strategies, we suggest you go to the following Websites.

Center for Research on Learning (CRL)http://www.ku-crl.orgHoused at University of Kansas, Lawrence, 1-785-864-4780.For over 20 years, the Center for Research on Learning has researchedand developed learning strategies and a model for strategic instructionthat enhance the performance of students at the middle school and highschool levels.

The Center to Accelerate Student Learning (CASL)http://www.vanderbilt.edu/CASLHoused at Vanderbilt University, Tennessee.Funded by OSEP, the Center to Accelerate Student Learning (CASL)identifies instructional practices that accelerate the learning of childrenwith disabilities in kindergarten through third grade.

Useful Web Sites and OrganizationsCouncil for Exceptional Children (CEC)http://www.cec.sped.orgHoused at 1110 N. Glebe Road, Suite 300, Arlington, VA 22201,1-703-620-3660, 1-888-CEC-SPED (toll-free), 1-703-264-9446 (TTY),1-703-264-9494 (FAX).The Council for Exceptional Children (CEC) is the largest internationalprofessional organization dedicated to improving educational outcomesfor individuals with exceptionalities, students with disabilities, and thegifted.

Division for Learning Disabilities (DLD)http://www.dldcec.orgDLD is a division of the Council for Exceptional Children, 1110 N.Glebe Road, Suite 300, Arlington, VA 22201, 1-703-620-3660,1-888-CEC-SPED (toll-free), 1-703-264-9446 (TTY).DLD is a membership organization for professionals and other stake-holders concerned with the education of students with learningdisabilities.

ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC)http://www.ericec.org

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Housed at Council for Exceptional Children, 1110 N. Glebe Road, Suite300, Arlington, VA 22201, 1-703-620-3660, 1-888-328-0272 (toll-free),1-703-264-9449 (TTY).ERIC EC gathers and disseminates the professional literature, informa-tion, and resources on the education and development of individuals ofall ages who have disabilities, are gifted, or both. The Web site contains anumber of resources (that may be downloaded) related to supportingachievement for children with disabilities.

IDEA Partnership Projects

The U.S. Office of Special Education Programs funds four projects todisseminate reliable and accurate information related to implementingthe Individuals with Disabilities Education Act (IDEA). Each projectaddresses the needs of selected stakeholders. The projects are

ASPIIRE: The Associations of Service Providers ImplementingIDEA Reforms in Education. ASPIIRE brings together teachers,related service providers, and paraprofessionals to support imple-mentation of the IDEA requirements.Contact: ASPIIRE, Council for Exceptional Children, 1110 NorthGlebe Road, Suite 300, Arlington, VA 22201-5704,1-877-CEC-IDEA (toll-free), http://www.ideapractices.org.

ILIAD: The IDEA Local Implementation by Local Administra-tors Partnership. The ILIAD Partnership increases the knowledgeand supports the efforts of local administrators by addressing thegeneral requirements of IDEA ‘97.Contact: ILIAD, Council for Exceptional Children, 1110 NorthGlebe Road, Suite 300, Arlington, VA 22201-5704,1-877-CEC-IDEA (toll-free), http://www.ideapractices.org.

FAPE: The Families and Advocates Partnership for Education.FAPE links families, advocates, and self-advocates to communicatethe new focus of IDEA ‘97.Contact: FAPE, PACER Center, 8161 Normandale Boulevard,Minneapolis, MN 55437-1044, 1-888-248-0822 (toll-free),http://www.fape.org.

PMP: The Policymaker Partnership. The Policymaker Partner-ship increases the capacity of policymakers to act as informedchange agents who are focused on improving educational results forstudents with disabilities.

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Contact: PMP, National Association of State Directors of Special Edu-cation, 1800 Diagonal Road, Suite 320, Alexandria, VA 22314-2840,1-877-IDEA-INFO (toll-free), http://www.ideapolicy.org.

LD OnLinehttp://www.ldonline.orgHoused at WETA, 2775 South Quincy Street, Arlington, VA 22206.LD OnLine is a service of the Learning Project at WETA in Washington,DC, and provides an extensive guide to learning disabilities for parents,teachers, and children. The LD In-Depth page contains links to articlesand resources on assessments aimed at parents and teachers.

National Information Center for Children and Youth with Disabilities(NICHCY).http://www.nichcy.orgHoused at NICHCY, P.O. Box 1492, Washington, DC 20013,1-800-695-0285.NICHCY is a national information and referral center that provides infor-mation on disabilities and disability-related issues primarily for families,although educators and other professionals may benefit from them aswell. The Web site contains a number of resources (some in languagesother than English) related to supporting achievement for children withdisabilities.

PACER Centerhttp://www.pacer.orgHoused at 8161 Normandale Boulevard, Minneapolis, MN 55437-1044,1-800-537-2237 (toll-free in MN), 1-952-838-9000 (Voice),1-952-838-0190 (TTY).The mission of the Parent Advocacy Coalition for Educational Rights(PACER) Center is to expand opportunities and enhance the quality oflife of children and youth with disabilities and their families, based onthe concept of parents helping parents. The Web site contains a numberof resources (some in languages other than English) related to supportingachievement for children with disabilities.

U.S. Department of Education, Office of Special Education Programs(OSEP)Http://www.ed.gov/offices/OSERS/OSEPHoused at U.S. Department of Education, Washington, D.C. OSEP hasprimary responsibility for administering programs and projects relatingto the free appropriate public education of all children, youth, and adultswith disabilities, from birth through age 21. To this end, the OSEP Website provides information and resources.

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Curriculum OrganizationEducating Everybody’s Children (6-tape series)Effective Schools for Children at RiskExamining Student Work (4-tape series)Helping Students Acquire and Integrate Knowledge (5-tape series)How to (multitape series)Implementing Performance-Based EducationInclusion (3-tape series)Integrating the Curriculum (2-tape series)Involving Parents in EducationLearning About LearningThe Lesson Collection (multitape series)

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Making Meaning: Integrated Language Arts Series (5-tape series)Managing Today’s Classroom (3-tape series)Mentoring the New Teacher (9-tape series)Mentoring to Improve Schools (2-tape series)Motivation to Learn (2-tape series)Multiage Classrooms (2-tape series)Multicultural EducationMultiple Intelligences (3-tape series)Opening Doors: An Introduction to Peer Coaching (2-tape series)Planning Integrated Units: A Concept-Based ApproachPrincipal Series (7-tape series)Problem-Based Learning (2-tape series)Raising Achievement Through Standards (3-tape series)Reading in the Content Area (3-tape series)Redesigning Assessment (3-tape series)Reporting Student ProgressRestructuring America’s SchoolsRestructuring the High School: A Case StudyThe Results Video Series (2-tape series)A Safe Place to Learn: Crisis Response & School Safety PlanningSchools as Communities (2-tape series)Science Standards: Making Them Work for You (3-tape series)Shared Decision Making (2-tape series)The Teacher Series (6-tape series)Teacher Portfolios (2-tape series)Teaching and Learning with TechnologyTeaching and Learning with the Internet (2-tape series)Teaching Strategies Library (9-tape series)Teaching to Learning StylesTechnology Planning (2-tape series)Understanding by Design (3-tape series)Using Standards to Improve Teaching and Learning (3-tape series)Video Library of Teaching Episodes (30 tapes)A Visit to a Differentiated ClassroomWhat’s New in School — Parts I and II (7 tapes)

For information on these programs, call ASCD’s Service Center at1-800-933-2723, or 1-703-578-9600.

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2002-03 Executive Council Members and Executive Director

Peyton Williams, Jr., President, Raymond J. McNulty, President-Elect,Kay A. Musgrove, Immediate Past President, Pat Ashcraft, MarthaBruckner, Mary Ellen Freeley, Richard L. Hanzelka, Douglas E. Harris,Mildred Huey, Susan Kerns, Robert Nicely, Jr., James Tayler, AndrewTolbert, Sandra K. Wegner, Jill Dorler Wilson, Gene R. Carter, ExecutiveDirector.

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Facilitator’sGuide€¦ · teachers are using strategies instruction to improve learning for all...

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