Summary
Students will develop a sense of self through building confidence in their abilities to become independent learners. They will also develop those strategies needed to communicate their ideas and knowledge of concepts taught.
Materials
One per class:
One per student:
- Small lap whiteboard
with dry erase marker
and eraser or small lap
chalkboard with chalk
and eraser
- Paper
- Pencil or crayons
Resources
Books:
- Activating and Engaging Habits of Mind, by Arthur Costa and Bena
Kallick;
ISBN 0-87120-369-3
- Nurturing Independent Learners, by Donald Meichenbaum &
Andrew Biemiller;
ISBN 1-57129-047-8
- I Thought I Saw, by Pam Adams and Ceri Jones;
ISBN 0-85953-029-9
- A Book of Ghosts, by Pam Adams and Ceri Jones;
ISBN 0-85953-028-0
- There Was A Hill, by Lark Carrier;
ISBN 0-907234-70-4
- Wing-A-Ding, by Lyn Littlefield Hoopes;
ISBN 0-316-37237-4
- The Squiggle, by Carole Lexa Schaefer;
ISBN 061318193X
Organizations:
- Integrated Strategies Program, Contact Pat Beckman, USOE,
beckman@exolo.com 801-255-0791.
Background for Teachers
There are five basic steps in teaching children to become independent
learners:
- Listen to Speaker
- Ask Questions
- Use Cues and Strategies
- Check and Monitor Work
- Set and Reach Goals
This activity is designed to help students develop a sense of self
through building confidence in their abilities to become independent
learners. It will develop those strategies needed to communicate their
ideas and knowledge of concepts taught.
An independent learner is one who has developed a schema for
learning, or who understands how s/he learns best. An independent
learner has the ability to access cognitive and behavior strategies that
make it easier to learn, remember, and relate what is learned. Strategic
learning improves memories, including the ability to store and retrieve
information. It increases student production and behavior, and heightens
the level of the child's engagement in the learning process. Strategic
learning promotes the development of the independent learner.
Although all children can benefit from this type of educational
emphasis, children with learning difficulties will gain the most.
Typically, they lack many of the important independent learning skills.
They are not strategic in their approach to the learning task and
consistently rely on others for help. Learning these strategies will help
develop their sense of self.
Intended Learning Outcomes
1. Demonstrate a positive learning attitude.
3. Demonstrate responsible emotional and cognitive behaviors.
Instructional Procedures
Invitation to Learn
- Draw part of a picture on the board before class begins, leaving
out many details.
- Have students:
- Look at the picture on the board.
- Decide what it might be.
- Draw the completed picture on their own paper.
- Have children share in whole group or pair share.
Instructional Procedures
- Read The Squiggle.
- Discuss the visualizing strategy (ability to see things in one's
mind) in connection with The Squiggle and the pictures students
drew.
- Give each child a lap whiteboard (chalkboard). Explain that you
are going to practice visualizing.
- Place a transparency of Visualization Drawing--Picture #1 on the
overhead projector.
- Verbalize what you see and let children verbalize what they see,
emphasizing that the way one child verbalizes may be different
from another--that's all right! Say whatever is going to help
you make a picture in your mind so you can remember what
you are looking at.
- Close your eyes, verbalize what you see as you visualize the
image in your mind, open your eyes, check the teacher's picture
again.
- Teacher covers the picture on overhead projector.
- Students draw on their own whiteboard what they saw,
verbalizing as they go along.
- When everyone has finished, look at the picture on the
overhead projector. Check to see if it matches student pictures.
- Continue with the other drawings, noting that each one gets a
little more difficult and more detailed. Children need to verbalize
more to help them remember.
- You may want to do a few pictures a day for a week until the
children understand.
Extensions
- Begin to relate visualizing and verbalizing with phonics and
spelling skills (chunks), high frequency words, prediction of
stories, patterns, and number skills.
- There are more activities that extend the idea of this story inside
the front and back cover of the The Squiggle.
Family Connections
- When given directions at home, students can visualize those
directions as they verbalize them to help them complete the tasks.
This cognitive strategy keeps children engaged in the listening
process and helps them know what to visualize next.
- When parents read stories at home, children can visualize what
they are hearing in the story, thus increasing the ability or
willingness of the child to listen more purposefully.
- Learning phone numbers and addresses is easier when children
visualize and verbalize them.
Assessment Plan
Observation of student work on whiteboards is a good assessment
of whether they understand the concept of visualization. Students
become more proficient at visualizing and verbalizing each time
practice activities are done. As observation occurs, record notes
on paper to be placed in student portfolios. Evaluations and
comparisons of notes taken can be made after each set of
activities.
Bibliography
Research Basis
Beckman, P. & Weller, C (1990).
Teaching Exceptional Children, 21/22, 26-29.
Active, independent learning for children with learning disabilities.
Leal, L., Crays, N., & Moely, B.E. (1985). Training Children to Use Self-monitoring
Study
Strategy in Preparation for Recalls: Maintenance and Generalization Effects.
Child Development, 56(3). 643-653
Training children to use a self-monitoring
study strategy in
preparation for recall, maintenance, and generalization effects.