2. Adolescence and Cognitive Strategies Cognitive Principles Learning Strategy Instruction Self-regulated Learning Study Skills –memory and test-taking –Notetaking Transition

3. Cognitive Principles Metacognition –awareness and control of our own thinking and learning Metamemory (how we control our memory) –awareness of memory strategies as well as the ability to use and monitor strategies to aid memory short-term memory -store and retain up to 20 seconds passive storage –sensory register-holds material for a few seconds (input) –working memory- active storage for mental calculations Stimuli Sensory Register STM & Working Memory LTM

4. Aiding Long-term Memory LTM- Permanent storage of unlimited information Episodic memory- visual personal experiences Semantic memory- facts, concepts and generalizations. Retrieval aided by visual or verbal associations Multiple Rehearsal or repetition- easy but often inefficient Elaboration- meaningful enhancements, additions, or why questions are much more efficient. Capacity of working memory is determined by one’s basic skills.

5. Learning Strategies features Features Content Design Usefulness lead to a specific outcome; sequenced in an efficient manner; cues students to metacognition; cues student to appropriate skills; requires only limited time use a remembering system; simple and brief wording; action words; seven or fewer steps; uses words familiar to students addresses a common but important problem; addresses frequently encountered demands; can be applied across settings, situations and contexts For more information go to http://coe.jmu.edu/learningtoolbox/http://coe.jmu.edu/learningtoolbox/

6. Stages of Implementing a Strategy Deshler, Ellis, and Lenz 1.Pretest and make commitment 2.Describe the strategy 3.Model the strategy 4.Student describes and rehearses verbally 5.Controlled practice and feedback 6.Practice real demands in safe environment 7.Commit to generalization 8.Generalization with outside feedback

7. Self-regulated learning Students with disabilities typically have difficulty with self-regulation (Rooney & Hallahan, 1985). Self-regulation is important in self-control and independence. (Mercer & Mercer, 2001) –Self-recording is counting and recording your own behavior on the assumption it will influence you. –Self-evaluation teaches the student to judge what he / she is doing –Self-reinforcement involves the student reviewing his/her own work to determine if reinforcement is earned. How? What do you do to foster independence?

8. Notetaking Encoding External storage Limitations Handout on guided notes (follow along with pros and cons)

9. Assignment Completion Set schedules for –assignment completion –daily effort on homework and –in-class assignments Give calendars Time charts for student work completion

10. Transition Transition services are a coordinated set of activities for a student with a disability which promotes movement from school to post-school activities, is based on the student’s needs while considering student interests, and sets post-school objectives in functional living skills and vocational training. How can we prepare students for postsecondary settings? http://www.ldonline.org/ld_indepth/adult/dale_brown_ada.html http://www.ldonline.org/ld_indepth/adult/dale_brown_ada.html First mention in an IEP begins at age ____. First reflection in goals begin at age ____.

11. Planning for the Future http://www.education.ky.gov/NR/rdonlyres/09CC 9828-67D3-4ABC-81A7- 3B9C8025507B/0/TransitionPlanningforStudents withSevereDisabilities.pdfhttp://www.education.ky.gov/NR/rdonlyres/09CC 9828-67D3-4ABC-81A7- 3B9C8025507B/0/TransitionPlanningforStudents withSevereDisabilities.pdf PostSecondary Goals and Options What should we do to help –Jane? –John? –Phil?

12. More on transitions http://www.transitionmap.org/newIEP.htm http://www.transitionmap.org/newIEP.htm Stoehr (2005) on IDEIA 2004 changes to section IV (trans) The new IDEIA requires the IEP team to use person-centered planning and to look at the ABILITY of the student, not the disability. Students must be invited to participate in the IEP meeting. Best practice is to instruct the student about the IEP process prior to the meeting so he/she is prepared to participate in the meeting as much as is possible, with support as needed. Members of the IEP team who cannot attend the meeting must submit a written progress report. Parents must agree to hold the meeting without that member being in attendance. And more…

13. Sum it up What is the purpose of a learning strategy? How can you help students remember each strategy? Why is self-regulation important to all students? Do you know which ones may work in your classroom?