The following is a sampling of best practices and successful strategies that
have been used by High School faculty members. These strategies
have helped : (1) students who have learning disabilities and (2) the general
student population at the High School Level. Take a look at this interactive
list and check off the
ones you
already use to see how good you really are!
Avoid visual crowding. Use adequate spacing on board, tests and
assignments.
Make sure material on overhead is easy to read from any seat in the
classroom.
Post homework, long term and short-term assignments in a
place dedicated to that purpose. (bulletin board, white board, wall area)
Use peer
coaches.
Have
a routine for students to follow at the beginning and end of
each class.
Avoid "down time"
between assignments or transitions.
Avoid giving directions once students
have already started an
activity. (Ex: giving homework while students are writing an
essay. Instead, ask students to stop, take out agenda books, write this
down, etc.)
For students who need
to be re-focused, arrange a subtle cue with student to
avoid calling attention to the student.
Supplement lecture notes with handouts and/or put the
notes on the board.
Use simple language.
Pre-teach vocabulary.
Post multi-step directions so students can check the steps and
sequence.
Make real world connections to curriculum.
Assume students may not be hearing/understanding your verbal cues if
eye contact is not maintained.
Tell students with organizational difficulties to write down
assignments in an agenda book or notebook before leaving class.
Avoid giving multiple directions at one time. ( "take out your
book, read pp. 75-89, answer the questions on p. 91 and make up a
question that could be on a test for this chapter")
Avoid distributing handouts at the beginning of class if they do not
go support that period's activity.
Introduce and reinforce what students need to learn in a variety of ways. ( e.g.:
Lecture/video/debate/role play/hands on activity, etc.)
Whenever possible provide at least 2 options for completing any
assignment. Ex:
i. Write a 2 page essay
OR
ii. Give a ten-minute Power Point Presentation
OR
iii. Create a visual presentation/collage/3 dimensional
model/diorama
When reading aloud, give frequent page and paragraph cues so
students can follow along.
Preview and discuss diagrams, charts, illustrations, captions, and
chapter headings with students before reading.
After reading a section, ask students to paraphrase the main idea
and supporting deas.
Provide students with an outline of key ideas to use while listening
to a lecture or reading.
Break assignments into segments and allow students to complete one
segment before moving on to the next segment.
Use cooperative groups or pair students while completing
assignments.
For students who have difficulty writing or copying notes at the
class pace, provide student with a photocopy that student can underline,
highlight, etc.
When appropriate, allow student to illustrate or complete a semantic
map instead of always responding in written format.
Provide a word bank for the topic before students begins writing
assignment.
Teach key math terms separately. Provide a dictionary of math terms.
Include simple drawings or examples to illustrate.
Allow students to highlight and complete one type of problem before
moving to the next when multiple types of problems are on one page.
Use graphic organizers and templates.
Create scoring rubrics for assignments and teach students to
understand them.
Preview and summarize each lesson daily.
Use seating charts. Change frequently (monthly, bi weekly etc.) so
that seating changes designed to help a student to focus appear routine.
Seat students who are easily distracted away from windows, busy
hallways etc. whenever possible.
Use random strategies when calling on students during large and
small group activities.
Provide feedback as frequently as possible so students know what
they are doing well and where they need to focus more effort.
Provide active learning experiences whenever possible (Ex: ask
students to draw a mind map while listening to a lecture)
Keep student supplies in a specific location. Provide students with
pens/pencils, classroom folders, and hi-lighters to help students keep
work organized.
Put away materials that are not for student use.
Utilize meta-cognition; saying aloud what you are thinking as you
model completing a problem.
Teach students to number the steps in a word problem.
Teach students to highlight or underline key words in a word
problem.
For students who have difficulty lining up numbers, turn lined paper
sideways or use graph paper.
Allow students to use charts, tables, fact sheets, etc. while
learning a new process.
Organize the classroom. Provide specific locations to hand in
assignments/ pick up materials.
Develop a classroom routine and follow it.
Post and explain ahead of time whenever possible changes in
schedule, routine etc.
Directly teach organizational skills. Ask students to share
strategies that work for them. List ideas and encourage students to
experiment with different ways to keep organized.
Write directions in sequential order. Number the steps if there are
multiple steps to follow.
Simplify vocabulary or follow new word with a synonym e.g.:
"your parent must acquiesce or agree before we can file for
a waiver."
Cue students to major points with the use of key phrases such as,
" please remember this, write this down, the most
important point,"
If a student is unable to take complete notes, ask the student to
jot down key words and provide the student with a complete copy of notes
after class.
Use carbon paper or Xerox a completed
copy.
Assign students to work in small groups after an oral presentation
to review key concepts and clarify important points.
Summarize each lesson. Write key points on the board and ask
students to highlight that information in their notes.
Teach students to circle, underline or highlight key words within
directions.
Underline or box directions.
Give every student a grade of 100 for homework at the beginning of
each marking period. Subtract a set number of points for each time a
homework assignment is not completed.
Spend 5 minutes each day reviewing homework so students know it is
not meaningless busy work.
Model the behavior, tone of voice and demeanor you want the students
to demonstrate.
Provide students with the "big picture" as well as the
rationale before teaching new concepts.
Verbalize what students may be thinking. "I know this sounds
complicated but we are going to learn one step at a time and you will
have plenty of practice before you do it on your own."
Encourage students to make a mental movie of what they are learning.
Teach students to replay the movie in their minds while studying.
Encourage students to draw or use their own shorthand when making
notes.
Encourage students to save tests and quizzes for review before final
exams.
Encourage students to report what they learned each day to parent(s)
as verbalizing new concepts will increase learning.
