Study Island
Student login: Student's PHS Lunch Number
Password: falcons
•Seating arrangement is key to hearing the teacher and seeing the overhead or the SMART board. Students with ADHD should sit in an area of the classroom that is distraction free with a clear focus on the learning content.
•Notetaking is crucial in obtaining the information that is being taught during the class. Help students organize notebooks to structure note-taking by folding the paper into 1/3 and 2/3 folds. On the 1/3 fold have students write the topic areas or main ideas. The 2/3 fold should contain supporting information and additional resources for the main topic areas.
•Graphic organizers or index cards are useful tools for organizing larger chunks of information into smaller chunks of information for processing and memorization.
•For ADHD students, active listening and asking clarifying questions to make sure that what is being said is what is being written will provide great notes for future study sessions. Teachers should check student's notes periodically to make sure that they are keeping up with the lecture in writing clear and detailed notes.
•Teaching students how to use a calendar or journal organizer will help them create effective organization in planning due dates for assignments and future tests.
•Create pair-share study sessions for tests and provide students with test-taking tips that include how to study the week before the assessment and what to study.
•Teach students how to use the Internet for research and how to use reference and resource content to support their notes and what they've learned in the classroom.
•Help students understand that being exceptional students requires exceptional effort on their part and that having effective study skills will help them become more focused and learn more during the class period and beyond.
•Read the student's IEP (Individualized Education Plan) to make sure that the diagnostic information on skill levels and outcome is being incorporated into the study strategies.
Read more: http://www.brighthub.com/education/special/articles/50788.aspx#ixzz0vBqkYm54
Teach Students How to Study—It Doesn’t Come Naturally!
By Elaine Fine
Study harder and you will do better! Unfortunately, this adage may fail to work for students with learning problems who often do not know how to study. For these students to study effectively, efficiently, and independently, they need direct instruction on study strategies.
Many students with learning and attention difficulties have ineffective learning characteristics and lack cognitive and metacognitive skills, which prevent them from knowing how to study. They
Do not know how to organize study time.
Do not figure out what they already know and do not know and, instead, typically study what they already know.
Are unaware of their inefficient study habits, such as how much time is needed to study.
Do not have needed materials, know what information will be on tests, or know the type of test.
Do not differentiate important from less important information.
Do not attend to needed information or the task.
Do not use effective methods for memorizing (verbal rehearsal, chunking, mnemonics) and, instead, attempt to memorize everything and become overwhelmed. They use what is called shallow methods such as rereading the book.
In short, these students do not implement needed study routines. Studying includes more than the use of one technique such as mnemonics. It is a relatively complex set of activities requiring planning, organization, implementation, and monitoring.
The Basics of Study Strategies
A frequent solution is to discuss ways to study with students. This is not enough for students with learning disabilities. They need systems, or strategies, that will take them through the steps that those with efficient and effective study skills employ. The strategies approach is based on the Strategies Intervention Model, which has been validated at the Center for Research on Learning, University of Kansas, as well as by other researchers, such as Minskoff, who developed the Active Learner Approach based on similar principles.The strategies approach has several elements that differ from remedial or tutorial approaches. Each strategy has a specific number of well-sequenced steps, cued by a mnemonic, that lead to an overt action and foster an efficient approach to studying. The steps cue students to use specific cognitive strategies and select and use appropriate procedures, skills, or rules. Instruction in metacognition is included in each strategy; effective strategies provide guidelines for how to think and act when planning, executing, and evaluating study time. The strategies are not specific to a given subject.
The strategies can be taught to students starting in upper elementary grades and continuing through high school and beyond, adding strategies to meet more complex demands. They benefit students with disabilities, as well as at-risk students. The strategies need to be taught using a seven-step model to promote acquisition and generalization.
Examples of Study Strategies
Two examples of effective study strategies are FORCE, a strategy to organize study time, and CHECK, a strategy to help students start studying. The specific things to do for each step in the strategy need to be defined so the student knows exactly what to do for each step.Change environments.
Have all equipment nearby while studying.
Establish rewards for yourself.
Create a checklist of all the tasks you need to do before studying.
Keep a "worry pad" while studying to jot down what comes to mind as you study – distracting thoughts.
Find out Your teacher announces a test. If you don’t receive all of the information, ask questions on what will be covered and what type of questions will be on the test.
Organize Collect all necessary materials for studying for the test. For example, notes, old tests, books.
Review Do the general review necessary to study for this test. For example, skim chapters, charts, maps, summaries, questions, or vocabulary; highlight notes; review old tests and assignments; use study guide.
Concentrate Make a study sheet (cue sheet) by putting important information in question/answer form. Focus on what you do not know.
Early exam Practice the test by pre-testing. For example, take turns asking questions with a partner, have your parents or other adults help you drill from your study sheet, take your own test from your study sheet. Now review those weak spots until you are certain of what you know.
This is a great website that lists a variety of strategies.
