NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED369463
Record Type: RIE
Publication Date: 1993-Jun
Pages: 30
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Learner Support Strategies: An Integrated Approach.
Hooktwith, Nancy; And Others
Developed by instructors in Centennial College's Early Childhood Assistance Program, this booklet suggests 12 strategies for helping students become active, responsible, independent learners. For each strategy, the booklet presents a brief description, a research- or practice-based rationale for the strategy, details on how the strategy is implemented, and, in most cases, sample forms, exercises, or instructional materials. The strategies are: (1) orientation activities prior to the beginning of classes; (2) presentation of problem scenarios related to challenges faced during the first weeks of class (e.g., finding the first class) that students must solve in small groups; (3) student assignment of worth or relevance to learning activities; (4) learning contracts; (5) curriculum-based vocabulary building; (6) guided note taking; (7) cooperative studying; (8) 6-4-2, a strategy that begins with the teacher dividing the class into groups of six to work on a series of tasks with three members of the students doing the task and the other three providing feedback and questions; and as the semester progresses, reducing the group sizes to four and then two students; (9) the use of various methods of checking in with students at different points during the semester to assess their progress and satisfaction; (10) the use of a checklist and interview to provide students with feedback on their classroom performance early in the semester; (11) teacher acknowledgement of students' actions or efforts that will assist them in becoming successful students; and (12) student records of their grades on assignments. Contains 17 references. (KP)
Publication Type: Guides - Classroom - Teacher; Tests/Questionnaires
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A