1. Learning Strategies
Learning strategies are:
Techniques
Principles
Rules
They enable a person to:
Learn
Solve problems
Complete tasks independently
They facilitate:
Acquisition,
Manipulation,
Integration,
Storage, and
Retrieval of information across settings and situations
Learning strategies are instructions on how to learn and how to perform academic tasks
Source: Alley, G. & Deshler, D. University of Kansas.

2. How to Teach Learning Strategies
Step 1: Pretest and obtain commitment to learn.
Step 2: Describe by “painting” a picture that details the nature of the strategy and the advantage of using it.
Step 3: Model/Demonstrate the strategy so the students can witness all the cognitive processes as well as overt behaviors involved in performing the strategy.
Step 4: Before students are asked to actually use the strategy, they must learn to name the strategy steps at an automatic level. This is called rapid fire rehearsal.

3. Step 5: When students have verbal mastery of the steps, choose materials for controlled practice. This gives students ample opportunity to practice the new strategy and allows you an opportunity to give positive feedback.
Step 6: Grade appropriate practice is the real test of the students; ability to use the strategy and to see how well they apply it in course assignments.
Step 7: Post test/Assess students to obtain a measure of students’ progress in learning the strategy.
Step 8: To determine if the students have generalized , periodically check to see if students are continuing to use the strategy appropriately.
Source: Alley, G. & Deshler, D. university of Kansas.

4. RAP (paraphrasing) R read each paragraph or section
A ask yourself the question;what are the main ideas and details?
P put ideas into your own words

5. R.I.K.-Z-S.A.C. (text skimming)
R read the question
I identify key words/what are the key words in the question?
K know what to do/what is the question asking you to do?
Z zero in/find the section of the chapter that has similar key words as the question
S slow down and read carefully/read that part of the chapter to see if the question is answered
A answer/write the answer to the question
C check/read your answer and check the information with what is in the book

6. PLEASE (writing) P pick a topic or pick out a key word in the topic
L list your ideas
E evaluate your list
A acquaint reader with a topic sentence or activate the paragraph
S sentence for each item on the list
E extend each item with a detail sentence
Source: Marshall Welch, University of Utah, 1987

7. FOCUS (editing) F facts are accurate O organized C clear word choices
U usage is correct
S specific details

8. COPS (editing) C capitalize the following;
first letter of each sentence
proper names, places, things
O overall appearance
margins on your paper
smudges and cross-outs neatly erased
heading and title
P punctuation
correct punctuation (.,?, !)
Commas
S spelling
have you re-read the paper?
has someone else read the paper and checked spelling?
Source: Robbins-Nagel,D. Schumaker, J.B. & Deshler. D 1985.

9. LINKS (note taking) L listen I identify verbal cues N note K key words
S summarize

10. Verbal Cues Emphasis Cues You need to know… This is important…
Listen carefully…
Let me explain…
Organizational Cues
The topic today is…
First of all…
To summarize…
As a result…
Content/Information Cues
Definitions
Dates
Facts
Mannerism Cues
repeats words or phrases
spells out important words
speaks more slowly
lists on board

11. DRAW(math problem solving)
D discover the sign
R read the problem
A answer
draw a conceptual representation of the problem using lines and tallies
check
W write the answer
Source: Alley G. & Deshler, D. Teaching the Learning Disabled Adolescent:Strategies and Methods. Denver,CO: Love Publishing, 1979.

12. RIDGES (math problem solving)
R read the problem
I I know statement
D draw a picture
G goal statement
E equation development
S solve the equation
Source: Miller, S.P., & Mercer, C.D. (1993) Mnemonics:enhancing the math performance of students with learning difficulties. Intervention in School and Clinic, 29(3).

13. Math Problem Solving Strategy
Read the entire problem to get a general idea.
Reread the actual question (usually the last part) to determine what information is really needed. Underline the key words.
Reread the entire problem and paraphrase.
Draw a picture or create a visual image of the problem in your mind.
Sort out what information is needed and not needed.
Decide what operation makes sense to solve the problem.
Take a guess at the correct response. Estimate, then write it down.
Solve the problem.
Compare your answer with your estimate. Does it make sense?
Check your work.
Source: Anita DeBoer, 1986.

14. Tips for Strategy Instruction
Choose a strategy that matches a task or setting demand for students.
Assess the students’ current level of strategy use and teach a strategy that is needed to increase their level of performance.
Have students set goals about what they intend to learn and how they will use the strategy.
Describe the strategy, give examples and discuss its applications.
Model the strategy for students. Verbalize your own thinking and problem solving, including way you monitor, make corrections and adjust your task approach and completion.
Make sure students can confidently name and explain the strategy.
Give sufficient practice of the strategy with materials that are controlled for level of difficulty before expecting use of the strategy in advanced materials.
Have students practice the strategy in materials from classes in which they are placed for instruction.
Make sure students give examples and actually practice the strategy in various settings in school, at home, and in the community.
Source: Day,V.P. & Elksnin,L.K. (1994) Promoting Strategic Learning. Intervention in School and Clinic, 29(5).

15. How to Teach Learning Strategies
Step 1: Pretest and obtain student commitment
Step 2: Describe the strategy
Step 3: Model/Demonstrate the strategy
Step 4: Rapid fire rehearsal of the strategy steps
Step 5: Practice with controlled materials and give positive feedback
Step 6: Apply the strategy to grade appropriate materials
Step 7: Post test/Assess
Step8: Provide opportunities for generalization

16. Tips for Strategy Instruction
Choose a strategy that matches a task
Assess students’ current level
Have students set goals
Describe the strategy
Model the strategy
Make sure students can name the strategy steps
Give sufficient practice
Have students practice with controlled materials;success strategy
Have students practice with grade level materials
Give examples and practice in various settings