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Study skillsuaa

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Shannon Davis
Shannon Davis

This document outlines study skills strategies for students with disabilities presented by Frank A. Shaffer and Phyllis Seeba. It discusses the benefits of study skills instruction, including increasing student confidence and learning by 37% with specific feedback. Study skills can be taught in various settings and ensure students learn to become independent learners by teaching orientation, activation, and maintenance of skills. Key study skills covered include time management, note taking, test taking, reading, writing, and organization.

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Study Skills Strategies: Meeting the Needs of Students with Disabilities Presented by Frank A. Shaffer and Phyllis Seeba
Why Study Skills? l Students learn best when they know their learning and personality style. l Students become proactive in their learning when they know how to learn. l Student confidence and self esteem increases with study skills interaction.
Learning difficulties will affect a student¡¯s ability to self design and independently apply
About Metacognition l Metacognition is used in education to describe the learning process. l Students learn how to learn!
Grading ? Students earn points for participation, assignments, & materials. ? Students earn points for following school rules and attendance. ? Students earn points for independent & cooperative learning. ? Students earn points for being responsible for themselves. A = 90 - 100% B = 80 - 89% C = 70 - 79% D = 60 - 69%
These learning difficulties affect study skills l Weak attention l Chronic controls misunderstanding l Reduced l Delayed skills remembering acquisition l Deficient output l Poor adaptation
Why do students with learning difficulties benefit from study skills instruction?
The Benefits... l Classroom strategies that minimize distractions and maximize information equal higher learning. l Study skills foster self esteem and promote social success which promotes scholastic success.
The Benefits... l If kids know what they are to learn, and get specific feedback, they can increase learning by 37%. l Standards have to drive instruction.
The Benefits... l A study skills class is valued by kids in high school and college settings alike. l Common expectations are reinforced. l Organize for multiple intelligence.
The Goal l The primary goal is to equip students with the tools that enable them to become independent learners. l Course objectives meet the Alaska Content Standards.
Students will demonstrate: l Knowledge of learning strategies and how people learn l Ability to set short term and long range goals l Techniques to build retention and comprehension
Students will demonstrate: l Note taking for reading and listening l Comprehend a basic vocabulary and skills l Skills in following directions
Students will demonstrate: l Identify information in library/ media center l Communicate ideas using instructional technology l Knowledge of higher level thinking skills
Students will demonstrate: l Ability to speak and write for a variety of purposes l Think logically and reflectively while taking a test
Study Skills can be taught in a l Resource Room l Self Contained l Special class Education class l Remedial class l General l Inclusion Model Education class l Workshop l Collaborative l Tutorial Team
Study skills can also be taught l By parents at home l Or in a summer program
To ensure that students learn and apply study skills l Orientation l Activation l Maintenance l Study skills are most effective when taught as they are needed.
Learning Style Inventory Students learn best when they know their learning and personality style.
Listening Skills A student¡¯s success in school depends directly on their ability to listen, as it is the main channel of classroom instruction.
Time Management Show students the connection between their goals and their study efforts
Writing skills The most important skill for writing papers may be the ability to form and follow a writing plan.
Reading for a purpose Students need to make the transition from ¡°learning to read¡± to ¡°reading to learn¡±.
Note Taking Skills Note taking encourages students to process information and put it in their own words.
Self Advocacy Students taking charge of their education.
Memory skills Memory strategies are building blocks to a firm foundation to support academic goals.
Math skills Improvement in one¡¯s mathematical ability is in part due to collecting, organizing, analyzing, interpreting and formulating questions about data.
Test Taking Test taking consists of two phases: preparing for the test and taking the test.
Library/Research Students must be taught how to judge the importance of incoming information.
Organization Helping students independently apply organization skills by explaining the rationale behind the skills.
Why teach study skills? l I hear and I forget; l I see and I remember l I do and I understand ? Chinese Proverb
Grading/Record Keeping Teaching students to organize their own supplies enable them to learn more complex organizational skills.
Multiple Intelligences ? Linguistic (in words) ? Logical-Mathematical (by reasoning) ? Spatial (in images and pictures) ? Bodily-Kinesthetic (hands-on-learning) ? Musical (via rhythms and melodies) ? Interpersonal (social gathering) ? Intrapersonal (self-paced projects) ? Naturalist (access to nature)
Learning Style Visual Learners (You have to see it to believe it) Auditory Learners ( If you hear it, you remember it) Tactual Learners (If you can touch it with your hands, you will remember it)
Learning Style Evaluation l Use a document or checklist l Read each statement l Answer if it applies to you l Score it - find out about your study habits and attitudes l Apply the information in learning new material
Record Keeping ? Maintain a three-ring binder with dividers ? Notebook checklist ? Daily/weekly progress reports ? Weekly planners ? Personal evaluation checklist ? Assignment completion
Study Skills Log ? Learning Style ? Record Keeping ? Organization ? Time Management ? Library/Research ? Listening ? Note Taking ? Memory Skills ? Test Taking ? Oral Reports ? Reading For A Purpose ? Writing ? Math
Study Skills Strategies: Meeting the Needs of Students with Disabilities Presented by Frank A. Shaffer and Phyllis Seeba

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Study skillsuaa

  • 1. Study Skills Strategies: Meeting the Needs of Students with Disabilities Presented by Frank A. Shaffer and Phyllis Seeba
  • 2. Why Study Skills? l Students learn best when they know their learning and personality style. l Students become proactive in their learning when they know how to learn. l Student confidence and self esteem increases with study skills interaction.
  • 3. Learning difficulties will affect a student¡¯s ability to self design and independently apply
  • 4. About Metacognition l Metacognition is used in education to describe the learning process. l Students learn how to learn!
  • 5. Grading ? Students earn points for participation, assignments, & materials. ? Students earn points for following school rules and attendance. ? Students earn points for independent & cooperative learning. ? Students earn points for being responsible for themselves. A = 90 - 100% B = 80 - 89% C = 70 - 79% D = 60 - 69%
  • 6. These learning difficulties affect study skills l Weak attention l Chronic controls misunderstanding l Reduced l Delayed skills remembering acquisition l Deficient output l Poor adaptation
  • 7. Why do students with learning difficulties benefit from study skills instruction?
  • 8. The Benefits... l Classroom strategies that minimize distractions and maximize information equal higher learning. l Study skills foster self esteem and promote social success which promotes scholastic success.
  • 9. The Benefits... l If kids know what they are to learn, and get specific feedback, they can increase learning by 37%. l Standards have to drive instruction.
  • 10. The Benefits... l A study skills class is valued by kids in high school and college settings alike. l Common expectations are reinforced. l Organize for multiple intelligence.
  • 11. The Goal l The primary goal is to equip students with the tools that enable them to become independent learners. l Course objectives meet the Alaska Content Standards.
  • 12. Students will demonstrate: l Knowledge of learning strategies and how people learn l Ability to set short term and long range goals l Techniques to build retention and comprehension
  • 13. Students will demonstrate: l Note taking for reading and listening l Comprehend a basic vocabulary and skills l Skills in following directions
  • 14. Students will demonstrate: l Identify information in library/ media center l Communicate ideas using instructional technology l Knowledge of higher level thinking skills
  • 15. Students will demonstrate: l Ability to speak and write for a variety of purposes l Think logically and reflectively while taking a test
  • 16. Study Skills can be taught in a l Resource Room l Self Contained l Special class Education class l Remedial class l General l Inclusion Model Education class l Workshop l Collaborative l Tutorial Team
  • 17. Study skills can also be taught l By parents at home l Or in a summer program
  • 18. To ensure that students learn and apply study skills l Orientation l Activation l Maintenance l Study skills are most effective when taught as they are needed.
  • 19. Learning Style Inventory Students learn best when they know their learning and personality style.
  • 20. Listening Skills A student¡¯s success in school depends directly on their ability to listen, as it is the main channel of classroom instruction.
  • 21. Time Management Show students the connection between their goals and their study efforts
  • 22. Writing skills The most important skill for writing papers may be the ability to form and follow a writing plan.
  • 23. Reading for a purpose Students need to make the transition from ¡°learning to read¡± to ¡°reading to learn¡±.
  • 24. Note Taking Skills Note taking encourages students to process information and put it in their own words.
  • 25. Self Advocacy Students taking charge of their education.
  • 26. Memory skills Memory strategies are building blocks to a firm foundation to support academic goals.
  • 27. Math skills Improvement in one¡¯s mathematical ability is in part due to collecting, organizing, analyzing, interpreting and formulating questions about data.
  • 28. Test Taking Test taking consists of two phases: preparing for the test and taking the test.
  • 29. Library/Research Students must be taught how to judge the importance of incoming information.
  • 30. Organization Helping students independently apply organization skills by explaining the rationale behind the skills.
  • 31. Why teach study skills? l I hear and I forget; l I see and I remember l I do and I understand ? Chinese Proverb
  • 32. Grading/Record Keeping Teaching students to organize their own supplies enable them to learn more complex organizational skills.
  • 33. Multiple Intelligences ? Linguistic (in words) ? Logical-Mathematical (by reasoning) ? Spatial (in images and pictures) ? Bodily-Kinesthetic (hands-on-learning) ? Musical (via rhythms and melodies) ? Interpersonal (social gathering) ? Intrapersonal (self-paced projects) ? Naturalist (access to nature)
  • 34. Learning Style Visual Learners (You have to see it to believe it) Auditory Learners ( If you hear it, you remember it) Tactual Learners (If you can touch it with your hands, you will remember it)
  • 35. Learning Style Evaluation l Use a document or checklist l Read each statement l Answer if it applies to you l Score it - find out about your study habits and attitudes l Apply the information in learning new material
  • 36. Record Keeping ? Maintain a three-ring binder with dividers ? Notebook checklist ? Daily/weekly progress reports ? Weekly planners ? Personal evaluation checklist ? Assignment completion
  • 37. Study Skills Log ? Learning Style ? Record Keeping ? Organization ? Time Management ? Library/Research ? Listening ? Note Taking ? Memory Skills ? Test Taking ? Oral Reports ? Reading For A Purpose ? Writing ? Math
  • 38. Study Skills Strategies: Meeting the Needs of Students with Disabilities Presented by Frank A. Shaffer and Phyllis Seeba

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