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Aug 16, 2016
Categorizing as Practice and Review
Asking students to categorize information can help them practice and review and works towards helping them develop automaticity. Automaticity enables students to focus their attention on applying knowledge and skills in complex situations. While worksheets and drills provide practice, another activity that students enjoy is categorizing cards. This multisensory strategy for review and practice is
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Aug 14, 2016
Multisensory Homework
Class lessons that engage students’ visual, auditory, and tactile/kinesthetic modes contribute to effective learning. What about homework? Planning multisensory homework assignments provides increased chances of success for students with different learning styles. This resource shares ideas for creating multisensory homework. For the full text of the Landmark Teaching Principles™, including “Use Multisensory Approaches,” click here.
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Aug 13, 2016
Modeling Writing in Content Areas
To help students understand expectations for writing assignments, modeling writing in content areas can be beneficial. Providing models or templates for students does not mean doing an assignment for them. Models allow students to see what the teacher’s standards and requirements look like in a finished product, and offer them a point of comparison for
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Aug 9, 2016
Routines for Success
Creating routines for success can help students engage in classroom activities. We often talk about students’ success in relation to assessments and assignments, but their success in classroom discussions is equally important. This resource shares classroom discussion strategies related to the first of Landmark’s Six Teaching Principles™, “Provide Opportunities for Success.” When teaching lessons, begin
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Aug 8, 2016
Micro-Uniting Units
Students often have difficulty managing language, connecting concepts, and staying focused on the goals of a content unit. As a first step toward increasing student success, teachers can micro-unit units or break units or chapters into manageable language and concepts and teach each piece step-by-step, further micro-uniting these components as needed throughout the instructional process.
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Aug 5, 2016
Include Students in the Learning Process
Educational research has contributed to the efficacy of including students in the learning process. Stephanie L. Haft, Chelsea A. Myers, and Fumiko Hoeft (2016) in their paper titled “Socio-emotional and Cognitive Resilience in Children with Reading Disabilities” assert that when students with learning challenges have the following as a part of their academic experience, outcomes
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Aug 1, 2016
Ensure Automatization through Practice and Review
Automatic skills develop over time, with explicit instruction and repetitive practice. The real bonus of automaticity is that as we get “good” at something, our confidence and effectiveness increase far beyond that skill. Why? In addition to saving us time, automatic skills free up focus and working memory so we can engage in tasks requiring
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Jul 31, 2016
Micro-Unit and Structure Tasks
Micro-uniting and structuring tasks can help students with language-based learning disabilities complete assignments that meet classroom expectations. Poor work quality from students with learning disabilities most often reflects their lack of knowledge or skill. While it is true that some students don’t seem to put in the effort we’d like to see, it is most
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Jul 30, 2016
Use Multisensory Approaches
According to the second Landmark Teaching Principles™, Multisensory Teaching is effective for all students. In general, it means presenting all information to students via three sensory modalities: visual, auditory, and tactile. Visual presentation techniques include graphic organizers for structuring writing and pictures for reinforcing instruction; auditory presentation techniques include conducting thorough discussions and reading aloud;
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