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Study guides march 2013

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Study guides march 2013

  1. 1. Problem…
  2. 2. Limited class time and teacher resourcesGrade level curriculum expectationsBelow level abilities below level reading skills + grade level curriculum frustration & failure!
  3. 3. Solution…
  4. 4. …Study guides…a guide used to study
  5. 5. 1. Classified students (special education)2. Students receiving basic skills services3. Students with “504 Plans”4. English Language Learners (ELL)5. Students living in impoverished environments
  6. 6. Common IEP AccommodationsProvide study guidesUse of study guidesProvide study guide three days before quizzes/testsPreview concepts prior to lessonsProvide models
  7. 7. Accommodation?Study guides are not “answer keys” to test questions.
  8. 8. Background Information… Study guides can make a major contribution to learning: - enables students to make the best use of available learning opportunities - study guides tailor opportunities to meet specific learning needs -study guides support development of effective study skills necessary to be independent learners. Haarden, Laidlaw & Hesketh, 1999
  9. 9. Background Information… The emphasis in a study guide is on the process of learning, and not on content. The guide advises students about what they should be learning and how they should be learning, rather than simply being a source of informationHaarden, Laidlaw & Hesketh, 1999
  10. 10. Background Information… Struggling older readers require more time, practice, and discussion to achieve adequate progress. (Fletcher, Lyons, Fuchs, Barnes, 2007)
  11. 11. Format Considerations
  12. 12. Format Considerations …Elizabeth Kenny-Foggin©May 2011
  13. 13. Simultaneous Multisensory (VAKT)
  14. 14. Morphological/Structural Analysis Approach… Affixes in text sections to develop word meaning  Visual  Sentence) Syllabicationto assist with fluency anpronunciation
  15. 15. Previewing…
  16. 16. Time Management… Students develop “To Do” lists throughout school year
  17. 17. Highlighting…Highlighting practice development are very important to include in study guides
  18. 18. Testing strategy…
  19. 19. After Class Presentation Follow up Activities
  20. 20. Visualrepresentationsof key concepts
  21. 21. Student Feedback…A sampling of student comments by students whoeventually voluntarily requested study guides:Student 1: “Just come to my house, Mrs. K-F and you will see them[study guide]all over my room; of course I use them!”Student 2: “Mrs. K, can’t you tell? My grades are better. Ofcourse, I use them [study guides], but not every part, just the parts Ineed.Student 3: “I use them to review and to write out my notes.”
  22. 22. Student Feedback…Originally some students did not use the study guides. THEN …as the weeks progressed, students began to take the study guides… Why?They realized there was more to the study guides, and their grades improved.
  23. 23. References…Fletcher, Lyons, Fuchs, Barnes. (2007).Haarden, R. M., Laidlaw, J. M., Hesketh, E. A. AMEE MedicalEducation Guide No 16: Study guides-their use and preparation.(1999). Medical Teacher, Vol. 21, No. 3.Kenny-Foggin, E. Multisensory Study Guides: BeyondMemorization. (2011). Handouts from 2011 International DyslexiaAssociation Conference; Chicago, ILL.

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