Learning Strategies and Coaching: Pathways to Self-Determination

David R. Parker, Ph.D. (CRG) Postsecondary Disability Specialist/ADD&Life Coachwww.childrensresourcegroup.com(317) 575-9111 ext. 146

Overview of Strand Day 1: Strategy Instruction

◦ Important outcomes◦ How/why we teach strategies◦ Strategies mindset◦ Share/learn/practice some strategies

Day 2: ADD Coaching◦ An emerging postsecondary service◦ Coaching mindset◦ Practice coaching techniques◦ Comparing strategies and coaching

Day 3: Self-Determination◦ What is self-determination?◦ Why SD matters in college students◦ Whitney’s case study◦ Is it the type of service, or how we deliver it, that influences

SD?

Important Outcomes“Self-determination is the ability to

identify and achieve goals, based on a foundation of knowing and valuing yourself.”

- Field & Hoffman (1994, p. 164)

Let’s identify some important outcomes of our work with students:◦Institutional mission◦Mission of our office

Strategy Instruction“Learning strategies are used by students to

help them understand information and solve problems. A learning strategy is a person's approach to learning and using information. Students who do not know or use good learning strategies often learn passively and ultimately fail in school. Learning strategy instruction focuses on making the students more active learners by teaching them how to learn and how to use what they have learned to solve problems and be successful.”

- KU Center for Research on Learning http://www.kucrl.org/sim/strategies.shtml

Why Did Strategy Instruction Emerge as a Widespread Model?Many students, particularly those with LD/ADHD,

demonstrate a need for:◦ more efficient information processing◦ direct instruction in the “hidden curriculum”◦ better organizational skills◦ more effect memory techniques◦ saliency detection ◦ better self-regulation of attention◦ metacognitive self-monitoring◦ flexibility of approach - Ellis, Deshler, Lenz, Schumaker, & Clark (1991); Mastropieri & Scruggs (1991); Wong (1994)

Most strategy instruction research limited to K-12 settings

Effective Strategy Instruction

Effective Strategy Instruction

Step 1: Explain rationale for the learning strategy

Step 2: Introduce strategy; model and demonstrate

Step 3: Provide guided practice; repeat and provide feedback

Step 4: Provide time for independent use; help build fluency

Step 5: Describe self-evaluation and self-monitoring

Step 6: Encourage generalization of strategy to other learning situations

- adapted from Schumaker & Deshler (1992)

Tech-Based Strategies

Tech-Based Strategies A recent survey of college students with LD and ADHD

and students without disabilities found that both groups reported high threshold levels of comfort and fluency with learning technologies. However, notable differences in specific skills were found. Students with disabilities indicated a lower level of comfort with e-mail and multitasking on a computer (i.e., online literature searches including reading online) than did their peers without disabilities.

- Parker & Banerjee (2007) Academic self-regulation is “the process by which

students activate and sustain cognitions, behaviors, and affects that are systematically orientated toward the attainment of academic goals”

- Ruban, McCoach, McGuire, & Reid (2003, p. 271) Types of strategies

◦ Procedural◦ Metacognitive◦ Self-regulation

Strategies MindsetDidactic model (we know/tell as we teach

the skills)

Tutoring = expertise in content; Strategy Instruction = expertise in how to learnSame prescribed steps each time:

◦SQ3R (Survey, Question, Read, Recite, Review)◦Did King Phillip Cry Out “For Goodness

Sakes!”?“Give a person a fish…”

What’s In Your Toolbox?Please name/briefly describe 2-3

strategies you teach students or help them learn from other resources.

Add your name and college/university to the sheet of paper.

Post on wall so we can “compare notes” and learn from each others’ expertise.

Show and TellDemonstrate and practice

various strategies for college studentsName of Strategy

Skill Area

3-2-1 Prep Planner Time management

Professor Flashcard

Test-prep/memorization

Road to Recognition

Essay test-taking

2-column Khan Academy

Math; reflection for LT retention

3-2-1 Prep Planner StrategySkill area: time managementHelps students work backwards

from a deadlineUse calendars to plan use of time

leading up to a deadlineCan be particularly helpful during

mid-terms or finals

Professor Flashcard StrategySkill area(s): MC test-prep,

memorizationHelps students anticipate how

they will be tested on factual recall items

Teaches students how to strategically use key wording in MC test items

Provides multi-sensory learning experience

Road to Recognition StrategySkill area: fully answering short

answer/essay tests questionsHelps students with various skills:

◦deconstruct complex language◦organize thoughts in quick pre-

writing step◦check for complete response to

promptAlso uses a multi-sensory (verbal,

visual) approach

2 Column/Reflection StrategySkill area: math problem-solvingHelps students activate verbal

language to process symbolic, sequential information

Teaches students to associate problem type with problem process/steps

Promotes reflection through interactive media

Khan Academy video