COGNITIVE TECHNIQUE ENCOURAGE STUDENTS TO THINK ABOUT THE VARIOUS CONDITIONS THAT AFFECT HOW THEY LEARN AND REMEMBER.

COGNITIVE TECHNIQUE

ENCOURAGE STUDENTS TO THINK ABOUT THE VARIOUS CONDITIONS THAT AFFECT HOW THEY LEARN AND REMEMBER.

The very youngest students (through third grade) should be told periodically that such cognitive behaviors as describing, recalling, guessing, and understanding mean different things, produce different results, and vary in how well they fit a task's demands. For older elementary school and middle school students, explain the learning process more simply, focusing on the circumstances in which different learning tactics are likely to be useful. Then, have students keep a diary or log in which they note when they use learning tactics, which ones, and with what success. Look for cases where good performance corresponds to frequent reported use of tactics, and positively reinforce those individuals. Encourage greater use of tactics among students whose performance and reported use of them are below average. While this same technique can be used with high school and college students, they should also be made aware of the other elements that make up strategic learning. Discuss the meaning of and necessity for analyzing a learning task, developing a learning plan, using appropriate tactics, monitoring the effectiveness of the plan, and implementing whatever corrective measures might be called for.

INSTRUCTIONAL TECHNOLOGY

Instructional strategies determine the approach a teacher may take to achieve learning objectives. Instructional methods are used by teachers to create learning environments and to specify the nature of the activity in which the teacher and learner will be involved during the lesson. While particular methods are often associated with certain strategies, some methods may by found within a variety of strategies. A sampling of instructional methods with accompanying explanations are presented in this website. "What children learn depends not only on what they are taught but also how they are taught, their development level, and their interests and experiences.... These beliefs require that much closer attention be paid to the methods chosen for presenting material..." "The last decades of research in human learning have presented new insights into the ways that learners are active in constructing their own understanding. Constructivist learning theories have shown the limitations of viewing 'learning' as something we can 'give' to students that they will 'receive' or learn in exactly the same form, at exactly the given time."

HANDS-ON ACTIVITIES

Students learn in a variety of ways. Therefore, it is recommended that teachers use different teaching styles to meet English language learners' (ELLs') needs. Students who are learning the English language can benefit from a variety of learning modalities. For example, the tactile learner can have the opportunity to learn through hands-on activities, increasing the student's learning experience. The following paragraphs will explain the positive outcomes hands-on activities have on ELLs, and how educators and parents can implement these strategies in their classroom or at home (O'Neil, 2004). Hands-on activities let the students' minds grow and learn based on the experiences and the environment they are exposed to. ELLs learn while discussing, investigating, creating, and discovering with other students. As the students become familiar with the subject they are learning, they begin to make decisions, requiring less teacher support and allowing more interactive learning experiences to occur (Cooperstein & Kocevar-Weidinger, 2004). There are some guidelines written by Milbrandt, Felts, Richards, and Abaghari (2004) that provide support as educators create an environment that promotes hands-on activities. For a successful classroom experience to take place, ELLs need to have access to many different tools. For example, they need to be able to have access to computers, videos, books, magazines, manipulative, and their local library to do research. They need time to brainstorm, generate, and re-create their ideas. Furthermore, ELLs need to feel comfortable to make mistakes and to start all over again when necessary. All of these components are important parts of the learning process, as students become independent learners.

IMPROVE BEHAVIOR PROBLEMS WITH THE RIGHT CURRICULUM

Inappropriate curriculum and instruction can lead to many types of problem behaviors among students with learning disabilities. Students may:

• Feel bored with curriculum that is beneath their ability, or involving material that is not interesting to them;
• Be embarrassed if material is not appropriate for their age levels;
• Become frustrated if material is too difficult; or
• Feel like giving up if instructional delivery is too rapid.
• Feel defensive and disrupt the classroom to protect their egos, attempt to restore their "image" before the class.

When students with learning disabilities' learning needs are not met, they may show a range of behavior problems. Students' problem behaviors may:

• The natural result of their frustration;
• An attempt to shift attention away from their learning disabilities;
• An attempt to have some control in a situation where they feel powerless;
• Part of their disability, especially if ADHD is involved;
• The result of delayed social skill development or underdeveloped adaptive behavior skills.

Teachers and parents can reduce or prevent many behavior problems by:

• Ensuring that instruction is delivered at or slightly above the child's current skill levels. Individual achievement assessment can provide information on a student's skill levels that can be used to identify skills a student needs to learn and provide guidance for selecting materials.
• Choosing materials that are of high interest to the student. Have him select his own materials when possible.
• Ensure that materials are appropriate for your child's age level.
• Adapt and modify materials to reduce the effect of the disability on classroom performance:

Tips to Adapt Reading Materials

Adapt Instruction for Home and School

Adapt Instructional Materials for Students with Language Processing Deficits

Differentiated Instruction

Behavior Improvement Plans, Teaching Appropriate Behavior

• Behavior Improvement Plans
• Pre-Task Rehearsal Helps Prevent Problem Behaviors
• Tips to Control Problem Behavior at Home and School

Behavior Disorders, Non-compliance, and Defiant Behavior Strategies

• Oppositional Defiant Disorder
• Managing Aggressive and Disruptive Behavior
• Mental Health Issues for Special Education Students

Building Social Skills, Making Friends, Setting Personal Goals, and Behavior

• Tips to Teach Social Skills and Help Kids Make Friends
• Strengthening Social Skills - Developing Self Confidence with Personal Goals
• Behavior Contracts

IMPORTANCE OF CO-CURRICULAR ACTIVITIES IN SCHOOL Co-curricular activities, frequently called extra-curricular activities, refers to activities that schools provide in addition to academic classes. Examples include sports teams, choirs and clubs. Participating in these activities is usually optional for students. The activities often occur after school or during lunch hours opposed to during normal class hours. These activities are usually seen as less important than academic subjects, but they have proven to benefit students.

CLASSROOM MANAGEMENT:       All teachers need to enhance their skills, not necessarily qualifications, for the delivery of the new curriculum. A large majority need to strengthen their subject knowledge base, pedagogical content knowledge and teaching skills. A sizeable proportion need to develop specialist skills in areas such as health and physical education, HIV and AIDS support, diversity management, classroom management and discipline, and so on.