Instructional Strategies

Strategies for LD Adults Strategies are similar for all types of LDs Based on differentiation Strategies should aim to build confidence of the learner Strategies for youth and children can be adapted and have been show to be effective

All strategies should be based on differentiation – it benefits everyone in the class

Specific strategies (1) Highly structured and predictable Since some/many adults with LDs have difficulty in organizing their thoughts, it is very helpful to have lessons that are structured and predictable. For example: Write the agenda for the lesson on the board Provide a re-cap of the previous day, highlighting the key ideas from the day before

Provide structure For example: Friday, July 3, 2015 Today we will: 1)Review the past tense from yesterday 2)Start present perfect 3)Conversation circles 4)Watch a Youtube clip and discuss 5)Games corner

Predictable For example: Provide course/lesson outlines Give an overview of the next day’s lesson if possible Start and end lessons predictably (e.g. review previous day’s learnings at the beginning of every class/finish with re-cap and overview of next day)

Specific strategies (2) Opportunities for using different senses/learning strategies Use visual, verbal, kinesthetic, auditory and other ways of learning Example: verbs – practice verbally, visually (miming perhaps) and written

Specific strategies (3) Teach small amounts of material at one time in sequential steps For example: Teaching phrasal verbs (a)Start with one example of phrasal verbs (e.g. take – take out, take in, take on, take up (b)Explain meaning of each (c)Add another phrasal verb (d)Then review both and add one more

Specific strategies (4) Provide multisensory reviews For example: In reviewing phrasal verbs, have them written out with meanings to be filled in by students, have the students say them and act them out, when possible

Specific strategies (5) Build on strengths & weaknesses For example: If the learner is comfortable with speaking but not writing, have them volunteer to read or speak whenever the opportunity presents itself.

Specific strategies (6) Simplify language but not content For example: Instead of saying: The present perfect indicates a verb tense of an action that occurred at an unspecified time in the past, can occur again and is still true/still happening. Try: We use the present perfect when something happened sometime in the past. We don’t know when, it could happen again and is still true right now.

Specific strategies (7) Emphasize content words/use pictures/maps For example: a) Vocabulary – use word walls or Freyer diagrams b) Grammar concepts – Frayer diagrams or charts/maps (e.g. concept maps of the different tenses)

Frayer charts

Specific strategies (8) Reinforce main ideas by restating differently For example: We use the present perfect when something happened sometime in the past. We don’t know when, it could happen again and is still true right now. Restating differently: When something happens at some unknown time in the past, might happen again and could still be true, we use the present perfect tense. We use the present perfect when something happened sometime in the past. We don’t know when, it could happen again and is still true right now.

Specific strategies (10) Be aware of learners processing, retrieving and sorting time For example: Allow for processing time, time to reflect on learnings Ask questions but allow a few minutes before students answer

Specific strategies (11) Provide clean, uncluttered, quiet, and well- lit learning environment If this is not possible in the classroom, find rooms for individual or small group work that are more quiet.

Specific strategies (12) Use technology - se computers when possible to make some learners feel more comfortable For example: Writing on the computer with the ability to correct vs. handwriting Playing games with vocabulary or tenses

Specific strategies (13) One-on-one student/instructor time For example: When there is individual desk work or group work, the instructor can work one or two individuals so that they feel more comfortable and gain confidence.

Robert Marzano (2001) Called high-yield instructional strategies Can apply to adults with LDs (1)Identifying similarities and differences (2) Summarizing and note taking (3)Reinforcing effort and providing recognition (4)Homework and practice (5)Non-linguistic representation (6)Cooperative learning (7)Setting objectives and providing feedback (8)Generating and testing hypotheses (9)Questions, cues and advance organizers