Learning Styles

Excerpts from the Office of Special Education and Rehabilitative Services U.S. Department of Education
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Learning Styles Styles of Learning…Every student has a preferred style of learning. Some students learn best by seeing, others by hearing, and others by moving and touching. The most effective teacher will first develop an understanding or awareness of the student’s preferred learning style. Once the style has been determined, the task remains to adapt the teaching style to the learning style of the students. Many teachers soon discover that they teach in a style closely parallel to the student’s learning style. The following pages will assist you in recognizing various learning styles. VISUAL LEARNING STYLE (back to top) Students with strong visual tendencies process information by use of a variety of printed material and gathering information from their environment. SOME CHARACTERISTICS OF VISUAL LEARNERS: They recognize words by sight. They possess a vivid imagination. They are distracted by movement They tend to remember faces and forget names. They may be quiet and not talk at length. They learn from watching demonstrations. VISUAL LEARNERS MIGHT LEARN IN THE FOLLOWING WAYS: Learning Style: learns by seeing and watching demonstrations. Reading: sometimes stops reading to stare into space and imagine scene; intense concentration. Spelling: recognizes works by sight or configuration. Imagery: thinks in pictures; visualizes in detail. Distractibility: may be distracted by visual disorder; not generally affected by sound. Problem Solving: makes list and organizes thoughts by writing them down. Communication: generally quiet, does not do a lot of lengthy talking, becomes impatient when a lot of listening is required. Response to New Situation: looks around and examines the environment. SUGGESTIONS FOR WORKING WITH VISUAL LEARNERS: Use flashcards. Highlight textbooks or allow students to highlight textbooks. Provide written directions as well as oral directions. Keep verbal instructions to a minimum. Allow written reports in place of oral reports or projects. Provide study sheets or outlines for material to be tested. Use Language Master so students hear as well as see the words. (This can be done on computer since Language Master machines may be outdated.) Allow students to type assignments. Use a time line. Have students drill and study by the cover/write study technique. AUDITORY LEARNING STYLE (back to the top) Students with strong auditory tendencies process verbal information effectively. SOME CHARACTERISTICS OF AUDITORY LEARNERS: They enjoy dialogue. They subvocalize. They use a phonetic approach. They are easily distracted by sound. They may hum or talk to themselves. They may hum or talk to themselves. They tend to remember names and forget faces. AUDITORY LEARNERS MIGHT LEARN IN THE FOLLOWING WAYS: Learning Style: learns through verbal instruction form self and others. Reading: enjoys plays, does not always notice illustrations, moves lips, or subvocalizes while reading. Spelling: generally uses phonetic approach, has auditory attach skills. Imagery: subvocalizes, thinks in sounds, pays less attention to detail. Problem Solving: talks out problems, talks through problems, tries solutions verbally. Distraction: easily distracted by sound, needs a somewhat quiet environment. Communication: enjoys listening but can not wait to speak, uses repetition and long descriptions. Response to New Situations: talks about what to do; looks at positive and negative. SUGGESTIONS FOR WORKING WITH AUDITORY LEARNERS: Give students the option to take an oral test, a test that is read to them or written test. Give verbal as well as written directions for assignments. Make good use of the tape recorder. ! Students may drill essential information, reciting and playing it back (spelling words, social studies, facts, etc.) ! Utilize parents, grandparents and other volunteers to record important reading materials. ! Tapes for most texts are available. The special education teacher may have these available. 4. Use peer tutors when the student with learning difficulties desires. Students with learning difficulties are good tutors in their areas of strength. Encourage students to read materials aloud where setting is appropriate…at home, or in areas of room where others will not be disturbed. Use Language Master (or computer) so students can see the word as well as hear it. Encourage students to listen to oral reading. KINESTHETIC LEARNING STYLE (back to the top) Students with strong kinesthetic tendencies process information best through the use of hands-on experiences. SOME CHARACTERISTICS OF KINESTHETIC LEARNERS: They prefer stories where action occurs. They enjoy involvement in classroom demonstrations. They remember best what was done. They fidget, find reasons to move. They touch, feel, manipulate as they learn. They gesture when speaking. They do not listen well. KINESTHETIC LEARNERS MIGHT LEARN IN THE FOLLOWING WAYS: Learning Style: learns by doing, direct involvement. Reading: fidgets when reading, prefers stories where action occurs early. Spelling: often poor spellers, writes words to see if they “feel right.” Imagery: not important to them. Distractibility: not attentive to visual and auditory, seems distractible. Problem Solving: impulsive, attacks problems physically, will select solution which involves the most activity. Communication: does not listen well, uses gestures when speaking, loses interest in lengthy verbal discourse. Response to New Situations: manipulates, needs to touch and feel. SUGGESTIONS FOR WORKING WITH KINESTHETIC LEARNERS: Allow students alternative to written report. ! Projects ! Models ! Oral reports ! Partner reports. ! Drawings ! Dramatizations ! Displays Use role-playing or simulation. Use manipulative objects. Use time lines. Allow the student to move about within reason.
READING (back to top) Tips and Techniques for Learning… Reading assignments are a constant source of problems for many students. In addition to the difficulties of word recognition, poor readers experience trouble with comprehension. They have to spend so much time decoding what they are unsure of as the main ideas that often they do not finish assignments. The following techniques are presented to help minimize many of these problems. LEARNING QUESTIONS Ask the student directive questions before he begins to read an assignment so he can identify the important ideas. BREAK DOWN ASSIGNMENTS Break down a reading assignment into parts so that the student is not overwhelmed by the amount he/she must read, and can have a feeling of satisfaction upon completion. REPEATED READING Repetition allows the student to grasp the concepts presented and develop his reading vocabulary and oral reading skills. With a younger student, the teacher, parent, or another student reads the assignment or story, and the student listens. Then, the story is read again while the student follows along. Finally, the student reads the story aloud while the teacher provides only those works the student cannot read. LONGER TIME PERIODS Allow the student to have additional time to read. Provide him with the opportunity to take assignments home. MASKING Block off or mask sections of work that the student has completed so he always knows where he is on the page. UNDERLINING Have the student underline, preferably with a colored pen, to accentuate important works or ideas. In this way, the student is visually aware that this item is something he should know. Underlining can also be used to limit the amount of material to be read. By limiting the material to be read, the student can work within the time span provided other students. TAPE RECORDERS Tape record passages from the text and have the student listen to (or listen and follow along to) the text. Having the student follow is especially good because it reinforces the words the student already knows and immediately gives him the works he does not know. STUDENT READERS Have another student read the assignment to or alternate reading with the poor reader. This allows for better comprehension of the material. ALTERNATE MATERIAL Instead of the text used by the rest of the class, provide the student with an alternate text. If possible, choose one that covers the same material at a lower reading level. STUDENT-MADE LISTS Have the student list the important people, events, or facts after reading a selection. Have him explain why each was important. Have the students list the new vocabulary works he found in the selection and build his own dictionary or card file.

METHODS FOR TEACHING READING (back to top) DICTATION METHOD Student dictates. Teacher prints verbatim. Teacher reads story back, pointing to each word while reading. Student then reads the story orally to teacher. Teacher points randomly to works in story to improve sight vocabulary. Difficult works are printed on index cards and kept in a personal file box. Student is given an opportunity to illustrate his/her story. Story is typed prior to next reading. The following days, review cards from personal file; then repeat steps 3 through 5. TRANSCRIPTION METHOD Student dictates. Teacher tapes and later transcribes the story. Teacher reads story back pointing to each work while the student repeats. DIRECTED WRITING METHOD (This focuses on changes from reading to writing.) Use sentence completion. Progress to answering questions. FREE WRITING METHOD Each student individually writes a story about his/her own topic or a teacher assigned title.

METHODS FOR TEACHING WORD RECOGNITION (back to the top) PHONICS METHOD Discriminate between speech sounds and aural level. Associate common speech sounds with letter symbols using key pictures. Combine sound elements by blending them to form words (an, ant, tan, man, am, tam, mat). Use the new words in simple sentences. (Am I an ant? I am a man.) The letter-sound relationships are taught directly. Words are recognized by utilizing word-attack skills rather than the complete form of the word. WHOLE WORD METHOD (Visual/Look and Say) Teach an initial vocabulary of sight words as visual configurations by stressing likenesses and differences in total configuration of words (i.e., is, and). Use picture flash cards to illustrate nouns and action verbs. Labels may be used to represent new words in a picture, model or an exhibit. Play games like Concentration, Solitaire, Fish, Bingo, etc., to give practice in instant recognition of new words. Use new words in a sentence and story context that will be meaningful to the child (chart reading, experience stories, easy picture books). Teach letter-sound relationships (phonic elements) inductively over a period of one to three years. Teach recognition of “whole words” rather than parts. LINGUISTIC METHOD Teach the names of the letters of the alphabet first. Present new words in spelling patterns, varying only one letter at a time (at, cat, fat, sat, pat). Name the letters in sequence, and then pronounce the word (i.e., c-a-t spells cat). Do not sound the letters. Words are learned by spelling, not blending sound elements. Introduce regular spelling patterns first, semi-irregular spellings next, and irregularly spelled words last. Teach a few high frequency, irregularly spelled words as sight words in order to develop normal sentence patterns (a, the, this, here, from). Write sentences using the new words. (Pat is a fat cat.) Emphasis is placed on the spelling pattern, rather than on sounds or meanings. KINESTHETIC METHOD Write the new word with a crayon or felt-tip marker on sentence strips or paper in large writing. Direct the student to trace the work with his index finger (or two fingers) saying each part of the word as he traces it. Repeat the tracing process as many times as necessary in order to write the word from memory without looking at the copy. Have the student write the word without looking at the copy. If he makes an error, he retraces the word as a whole until he has mastered it. Use the new word in a sentence or story, and place it in a word file for additional practice in reading and writing activities.

IDEAS FOR GIVING BOOK REPORTS (back to top) NOBEL PRIZE WINNING IDEAS Read an interesting or exciting incident from the book to the class. Write the report in code with a key included. The reader must convince the rest of the class to buy the book he reads. Have students vote on three or four books. Make a display that goes along with the book. Make a cartoon about the book. Write headlines and a front page story telling events of the book. Write a letter to the author of the book. Paint a mural of the book. Make a bulletin board display. Make a filmstrip. Students write diary entries as if they were characters in the book. Students may act as radio or TV newsmen broadcasting descriptions of exciting events from the book. Students write a different ending to the book. Students make models of different things in the book (airplane, dolls, beach). Read two or more books about the same topic; compare the two authors. Make a poster to advertise or sell your book. Make a large map that shows the action of your story. Put on a play. Give an oral report and let the class solve a crossword puzzle. The student rewrites the story, but lets the “bad guy” tell his version. The student dresses as a character from his book and tells the story first person. Tape record part of the book using sound effects. Write an interview (questions and answers) with a character from the story. Make a mask of a character from the story. Construct a miniature stage setting for a scene in the book. Let the class brainstorm on other ways to report on their books. *If the student has difficulty with reading:* Try to minimize tedious reading assignments. Divide assignments into smaller assignments. Give shorter assignments. Be certain the student understands the purpose of the reading assignment. Tell students in advance about an interesting part of the assignment. Ask him/her to find it. Keep a reading progress chart. Tape record materials. Provide a summary of the key concepts to be read. Consider peer teaching, cooperative learning or groups projects. Use topical outlines, advanced organizers, and glossaries. Provide additional time for tests to be completed. Provide alternative ways to take tests. Alternate activities. Introduce a few concepts at a time. Present new material in varied contexts. Simplify explanations, materials, and techniques. Maintain realistic performance expectations.

METHODS FOR TEACHING SPELLING (back to top) Spelling requires more auditory and visual discrimination, memory, analysis, synthesis, and integration. Problems in reading will be reflected in spelling. Therefore, as reading improves, spelling also improves. If a student has difficulty in spelling, the teacher should require the child to spell only words he is able to read. It also benefits the student if the words are separated into groups which are phonetic and those which do not have consistent spelling rules. Don’t be afraid to give a reduced spelling list. It is better for the child to learn three words a week than struggle with 15 and learn none. PHONETIC WORDS Have the student read the words, say them as wholes, and then say them one syllable at a time, writing each syllable. af_____noon _____di_______ Have the student write the entire word from dictation without visual clues. NON-PHONETIC WORDS Words are written as wholes, then letters are omitted in various positions. Gradually, the student learns to spell the entire word. Use exercises as follows: Select the correct word: please said rian plaese seid rain Exercise where partial recall leads to total recall: c a t _ _ t c _ t c _ t c a _ _ a _ _ a t _ _ _ VISUAL METHOD OF TEACHING SPELLING The emphasis on instruction is visual memory of the letters of the word in their proper sequence. The emphasis is on how the word looks. “Now we are going to learn the word _____.” - Write the word on paper, cards, the board, etc. - Spell the word vocally, letter by letter, as you write it. - Show the student a picture of what the word is (cat). “Do you know what the word ______ means?” (Point to the word.) “Can you use the word _____ in a sentence?” (Point to the word.) Now, point to each letter and spell the word aloud. Look closely at the word - How many letters are in the word? - Are there any tall letters? - Do any letters go beneath the line? - Are there any double letters? - Are any letters used more than once? - Look at the outline (configuration) of he word. - Draw a line around the letters. Use any additional visual clues of the word that are appropriate. For example: “Now, you copy the word below mine.” Use these letters (scrabble tiles, anagrams, etc.) to make the word. - Leave the correct word exposed. The teacher says, “Now, I am going to write the word, but I will leave some letters missing. You put in the correct letters in the blanks.” Leave the correct word exposed. Example: horse hor_e _o_se h_rs_ “Now, copy the entire word.” - Encourage student to spell the word aloud by letter as he writes it. - Leave the correct word exposed. (Remove the correct word.) “Now, write the word from memory.” If the student makes an error, ask him to tell you which letters are incorrect and which letters should have been written. Have him write the word again. “Spell the word aloud by memory.” “Write the word from memory, again.” After all words have been learned for the day’s lesson: “Do any of the words we learned today look alike in any way?” (Display all of the words in the day’s lesson.) “Write the words from memory you found that are alike.” AUDITORY METHOD OF TEACHING SPELLING First, be certain that the student can say the word correctly without looking at the word. Work with him until he says the word precisely. Teach the letters that represent the sounds within the word. This might best be done by working on the syllables of the words for words of more than one syllable. The student must be able to say the word in syllables before working on the letters that represent the sounds in the syllables. Also important, work on the beginning, middle, and last sounds of the one-syllable words. Have the student write the letters that represent the sounds. Do not allow mistakes to be practiced. For instance, if the student makes a mistake on the second syllable, start over with the first syllable so the word is never written incorrectly in its entirety. It is the best to begin with a new piece of paper when mistakes are made or cross out the errors and start over. This might be the time to teach the spelling rules. Once the student can correctly write the word, have him/her write it two or three times. Make sure the student says the word correctly before writing it. You might encourage the student to say the word as he/she writes it. Use positive reinforcement. The following steps are guidelines. Remember to emphasize instruction on the sound of the word. “Now we are going to learn to spell the word _______.” (family) Say the word. “Do you know what the word ________means?” “Can you use it in a sentence?” “We have to learn how to write the letters that represent the sounds in the word.” Say the word again. Say it normally, not too fast or too slow. “What sound do you hear at the beginning of the word?” “What letter do we write that stands for the ___ sound?” (f) “Write the letter(s) that stand for the ___ sound.” “Our word ________has ______ parts (syllables).” (fam-i-ly) “Now you say the syllables.” Now say the word normally. “Now say the first part.” (syllable) Say the letters that stand for _______ (say the syllable).” (fam) “Now, write the letters that stand for ____ (say the syllable).” (fam) Say the entire word again. “The next part (syllable) is _____.” (i) “Now, you say that syllable.” “Do you know the letter(s) that make ____(say the syllable)?” (i) “Write these letters next.” Repeat # 16 – 20 until all syllables are taught. (Remove or cover the student’s work.) Now say the word again. Say he letters that spell the word. Write the word. “Do any of our words we are learning today sound alike (begin with, rhyme with, end with, etc.)?” Determine if any of the words on today’s list, which have some commonality of sound, can be grouped together. Repeat the words to the student and see if he/she can group together any of the words that have a common sound. This is all done vocally. If there are words that have a common sound, have him write those words that have a common sound.
Handout for Students: SPELLING COVER AND WRITE STUDY GUIDE
STRATEGIES FOR SCIENCE & SOCIAL STUDIES INSTRUCTION (back to top) Allow students to highlight important information and vocabulary in their texts. An effective way to introduce new material is an follows: - Introduction of the vocabulary - Oral reading of the selection - Discussion of what was read and the opportunity for questions and answers - Explanation of homework assignment - Time to begin assignment and the availability of teacher assistance. Teach students how to use the text to obtain information. - Boldface print - Chapter questions (see handout 2) - Scanning for information - Adjust assignments according to student’s learning style - Provide study guides for the chapter - Use Cover and Write Study Technique for drill Use volunteers to: - Read and discuss text - Work with students on assignments Practice vocabulary Explain concepts and listen to students explain concepts Teach students to outline as a way of organizing concepts. Include opportunities for each student to participate at his/her level of performance. Use science and social studies centers for reinforcement. - Use Language Master of computer to reinforce vocabulary and concepts. - Use filmstrips. - Provide maps and globes. - Use flashcards. - Have games and puzzles available. - Provide activities for hands-on experimentation. - Provide opportunities for observations and investigation. Provide various means for testing to assure that students are being tested on science and social studies concepts, not reading ability. - Have student take an oral test. - Have the test read to the student. - Present the test on a tape recorder or on the computer. - Vary the type of test questions. - Give short, frequent tests - Allow extra time to complete the test. Audiotapes of texts may be available. Check with special education teacher.

LANGUAGE ARTS (back to top) ADAPTATIONS FOR LANGUAGE ARTS The following adaptations will help students be more successful in language arts and demonstrate their skills independent of reading or other problems. Make sure worksheets are clear and uncluttered. Reduce the assignment size. Use cooperative learning groups. Some students may need to use every other line to keep papers organized. Some students may need to review individually. Encourage students to keep a journal. Provide students with experiences that can lead to writing. Students can tape record ideas and listen to their ideas before writing. Have students write captions for cartoons to increase written expression. When material is written, give one grade for content and another for spelling, punctuation, and handwriting. Allow for extra time if needed to complete assignments. Read tests aloud to the students. This way you are testing the students’ knowledge of the subject, not their reading ability. Allow the student to take an oral test. Some students know the information but have difficulty writing it down. Keep a notebook with ideas for future stories. Keep a word band with words for a specific holiday or topic. Allow students to write some stories that will not be graded – work strictly on creativity.

MATH (back to top) The following adaptations will help students be more successful in math and demonstrate their skills independently of reading or other problems. Have the student do fewer problems or questions. Have the student do the required assignment, but use a different scale to grade his/her work. This technique allows the teacher to be subjective in the grading process. Allow the students a longer period of time to complete assignments. Students should not be penalized because he/she works slowly. Use graph paper to help the students keep problems aligned. Space problems farther apart on the page to cut down on distractibility. Make sure worksheets are clear and uncluttered. Color code the important words or symbols, such as minus, multiplication, or important words in the story problems. Teach key words for story problems: more than, in all, less than. Use visual examples to help eliminate confusion. Read story problems aloud to the student. This allows the student to be tested on his math skills rather than his reading ability. Break down a story problem into facts given, questions asked, or steps, in multiple step problems. Use computational aids such as number lines, charts, and an abacus. As the student becomes confident of facts, he will decrease the use of aids. Use peer tutoring. Give practice with story problems. Provide a list of key words to indicate the process used. Create problems with irrelevant data, and have student describe what information is required and what is not. Present story problems that contain no specific numbers and have student tell which operation is required. Calculators help reinforce skills mastered. Computers offer many programs that are educationally challenging and interesting.

TEACHER MADE TESTS (back to top) Successful test tips… TEST APPEARANCE 1. Copies should be distinct, clean, clear (some students are “purple blind”). 2. Use ample margins and spacing. - 1 ½ “ border at op and bottom - 1 “ border on each side - minimum of 2 spaces between questions 3. Multiple-choice alternatives should be placed vertically. 4. Proofread TEST FORMAT 1. CAPITALIZE and underline words such as ALWAYS, NOT, NEVER. 2. Alternatives to multiple choice answers should be brief. 3. Avoid negatively stated questions, especially in True-False. 4. No more than 10 items on matching lists. 5. Provide short-answer alternatives if you want them to be spelled correctly. 6. Avoid tricky items; they invalidate your test and increase test anxiety. TEST LENGTH AND VARIETY 1. Allow plenty of time if you want your test to be valid. (Ask a colleague out-of-field to take it and then triple his/her time.) 2. Some students may require test to be read aloud. 3. Some students may require test answers to be recorded for him/her. 4. use at least three question formats on a major unit test. TEST READABILITY 1. Eliminate unnecessary words, especially in multiple-choice tests. 2. Use synonyms when possible. 3. Use shorter sentences. 4. Keep the vocabulary terms that the students should know, but make sure they can read them on sight.

20 TEST TERMS (back to top) Useful Terms for Testing… COMPARE – Find how two or more things are alike. CONTRAST – Discuss the value of something. CRITICIZE – Discuss the value of something. DEFINE – Give a clear meaning. DIAGRAM – Make a drawing or chart. Label all parts. ENUMERATE – Give your answer in outline form. DISCUSS – Look at good and bad points. Give detailed answer. EVALUATE – Discuss, but you use more of your opinion. EXPLAIN – Tell how and why about a subject. ILLUSTRATE – Use written answer with a drawing or chart. INTERPRET – Explain; tell how, why about a subject. JUSTIFY – Prove answer. LIST – Enumerate or put answer down point by point. OUTLINE – A systematic writing of major and minor points. PROVE – To present evidence. RELATE – Compare; emphasize similar points in writing. STATE – Discuss main points in brief. REVIEW – Critically examine and comment on major points. SUMMARIZE – Present main points in written form. TRACE – Follow event from beginning to end, emphasizing major elements.

EVALUATION SUGGESTIONS FOR DEVELOPING STUDY GUIDES & CHAPTER TESTS (back to top) Measuring Up to High Standards… The following suggestions may be used when evaluating students and developing study guides or chapter tests. Student may prepare a chart or map showing information from unit. Draw a cartoon or cartoon strip expressing an idea from the unit. Do simple plays or skits. Student constructs a bulletin board display. Interview someone knowledgeable about topic and record interview. Study guides should have a page number on which answers are found. Work in small groups to complete study guides. Tests and quizzes should be given orally. Provide extra time. Allow student to retake test with learning resource teacher. (If assistance from learning resource teacher is needed, prior notice is required.) Give answer key for fill-in-the-blank questions. Don’t count off for incorrect spelling. Review test after grading. Use the publisher’s test as a practice test. Make games to teach material. Essay questions should be answered with two or three sentences. Provide a variety of test items: matching, multiple choice, true/false, fill-in-the-blank.

TEST TAKING SKILLS (back to top) IN A TEST PANIC? What goes on in your mind when you hear the work test? Because tests are a part of our lives, it is important that you learn how to do the best you can. The following information deals with: · How to get ready for a test. · How to relax for a test. · How to apply time saving tips for different tests. HOW TO GET READY FOR A TEST 1. Define the scope of the test. What kind of test are you studying for? Is it a quiz? A chapter test? A semester exam? 2. List the major topics you have been studying which will be covered on the test. Do as many as you can from memory. Next, look through the material to be covered on the test and add to your list any major topics that you have omitted. 3. Decide now which topics on your list are the most important, and put a star next to these. Beside each starred topic on your list, write the page number in your textbook on which it was introduced. There are two ways to figure out which topics are the most important. a. Think about which topics you have spent the most time on in class. b. Remember what your teacher has said about what is important in this chapter. (This second item will probably be mentioned by your teacher during review.) 4. Review materials. You have already listed your topics to be covered. Now add: · An outline. · Index cards. · Lists of terms or definitions. Whatever method you choose, list the details about the major topics you want to remember. List them briefly, and again, write down the page number where these details are discussed. The following checklist has some suggestions for the times when some of the materials are difficult. Ö Plan to ask the teacher tomorrow in class. Ö Check your old homework papers. Ö Telephone a friend who might be able to help. Ö Ask your parents or brothers or sisters. Ö Check the old quizzes and tests you have kept. Make review cards for rules – For any special rules or definitions make review cards and write one or two rules on each card. Place them around your home where you will see them easily to help you memorize the material. Final review – The night before the test, you will do your final review. Put your review cards together and use them as flash cards. When you have reviewed the cards, make up some questions that you think your teacher might ask. Then, answer them. HOW TO RELAX FOR A TEST You have followed the steps carefully in studying for your test. You have planned ahead and have studied thoroughly. It is now the day of your test. You walk into class and your knees give way and your stomach turns to butterflies. What you are experiencing is very normal and happens to even the best of students. This type of anxiety reaction can keep you from doing your best. It takes time and lots of practice to conquer the fear of tests. The following seven steps will help you decrease your test anxiety. 1. Make sure you get plenty of rest the night before the test. 2. Sit in a comfortable position in your chair. Relax. 3. Do not do any last minute “panic cramming” when you get to class. 4. Close your eyes and take a couple of smooth, deep breaths. 5. Read the directions to each section of the test carefully. 6. Budget your time for each part of the test. 7. Do not panic if you come to a question you do not know. Go on with the test and come back to it at the end. Sometimes you will have a fresh viewpoint. HOW TO APPLY TIME SAVING TIPS FOR DIFFERENT TESTS There are several different kinds of tests you will be taking the next few years. There are several factors you need to keep in mind for each of these tests. Read and consider each one carefully. Multiple Choice Question Test · Read the question carefully. Then, see if you can figure out the answer to the question before you even look at the choices. · Read all of the choices given and pick the best answer. · Make sure to read all the choices given before making any decision. · If you do not know which answer if right, cross out all of the ones that you know are wrong. Then, pick the best answer from the remaining choices. Matching Test · Read the directions carefully. Then, use a process of elimination to match the items from the two lists. · Do the ones that you know for sure. When you have matched items, cross out its number or letter, so you know that you have already used it. · Then, do the best you can with the items left. Guess if you need to do so, unless your teacher tells you not to guess. True/False Question Test · Read the question carefully. If any part of the statement is false, then it is a false statement. · Watch for key words. Think about what these words mean in the statement. They can help you make a decision. -always -all -usually -none -only -never -often Fill-in-the-Blank Test · Very similar to multiple choice but you do not have a list of answers from which to choose the correct one. · If you can not think of the answer right away, try making your own list of choices. Short Answer Test · Keep your answers short and to the point. · These usually begin with such words as: name, list, identify. Essay Question Test · Keep answer as much to the point as possible. · Emphasize only the most important points. · Make a separate paragraph for each of the main ideas or statements within one essay answer. Put your details and examples under their respective main ideas. This aids organization and writing mechanics. · Read over your paper before you turn it in. · Use all of your test time.

GENERAL SUGGESTIONS FOR TEACHERS WORKING WITH CHILDREN WITH SPECIAL NEEDS (back to top) CLASS PARTICIPATION Encourage the student’s interests and talents by allowing him/her to contribute projects sometimes, in place of written themes. Avoid placing the student under pressure, either with time or competition. If the student volunteers, let him read a short section and help him along. Ask short questions. Keep your voice at a moderate and even level. The student with an auditory problem has just as much difficulty understanding shouted words as he does mumbled ones. For the student with an auditory discrimination problem, seat him near the front in a position where you can face him most of the time while you are speaking. Speak clearly and “mouth” your words. The student can read your lips to help him/her distinguish between similar sounds; (i.e., “bed” from “beg,” “cope” from “coke,” “pet” from “pat,” etc.) For the student with an auditory memory problem, give directions in small, single units. As much as possible, demonstrate your directions. This rule also applies to perceptually involved students. Whenever possible, directions and/or assignments can be written on the board. Have students tape lectures so he/she can review facts if they have trouble reading and/or remembering. CLASSROOM ASSIGNMENTS Reading assignments should be presented in style appropriate for student. · Audio or digital textbooks are available for most content areas. The digital texts can be used with a computer screen reader when appropriate. · Read in classroom orally using volunteers. · Help student to skim material and use subheadings. · Student may need to highlight subheadings and important facts. Use a variety of materials to reinforce learning (e.g., films, tapes, videos). Student should be allowed to tape lectures or discussions. Student should be provided copies of a simple outline to assist them in organizing material. Provide opportunities for success in the classroom. Eliminate frustrations. · Give students assignments that are not too lengthy. · Provide positive feedback. · Do not return handwritten work to be recopied. Paper is often not improved, and this adds to the student’s frustration. · Mark student’s copy where they have shown acceptable work, not their mistakes. · Give directions orally and written (may need to print) to reach auditory and visual learners. Teach students who are easily distracted to block out the portion of the material they are not working on. IN-CLASS ASSIGNMENTS 1. The student should be taught and encouraged to use cursive writing. · The continuous line emphasizes left to right directionality necessary for reading. · Cursive shapes are not reversible. · Connected letters present fewer opportunities for the writer to reverse direction. · Flowing, rhythmical lines are much easier to make than short, straight lines and curved areas. This can confuse and disorient the student. 2. Let the student work in short segments. Have him/her hand in one segment and realize completion of that before starting on another segment. 3. When copying from a book, the student should hold the book vertically (demonstrate) or place it in a book holder. It is easier to read and copy from a vertical plane than from the horizontal. 4. If necessary have the student write on every other line. This will help with his spacing and organization, presenting a better product. A student should be expected to recopy only important papers. Even with special effort, this student cannot always write neatly or satisfactorily. Recopying a paper only adds to his frustration. Give the student a limited amount to do at one time. Allow the student to work slowly. If the student cannot copy from the board, give him/her the master copy you used when you put the work on the board. Have the student use a bookmark to block out all but one line to reduce distracters. Instead of giving “F” grades, indicate how many right and how many wrong on the paper. Then have student review and do over again until paper is an acceptable level. By using these methods, you will allow the student to succeed and pass, rather than setting up repeated patterns of failure. EXAMS 1. Read examinations aloud to the student, since you are testing knowledge acquired, not reading ability. This can be provided in the resource room. 2. If written material is graded, give one grade for subject content, thought, and effort, another grade for spelling, punctuation, and handwriting. Ideally, papers in content areas should be graded for content only. Papers in English, spelling, or writing can be graded to reflect the student’s language arts skills. 3. If giving a matching test, divide the 30 questions into sections, either 15 and 15,

VISUAL LEARNING STYLE (back to top)

AUDITORY LEARNING STYLE (back to the top)

KINESTHETIC LEARNING STYLE (back to the top)

STRATEGIES FOR SCIENCE & SOCIAL STUDIES INSTRUCTION

Measuring Up to High Standards…

CLASS PARTICIPATION

CLASSROOM ASSIGNMENTS

IN-CLASS ASSIGNMENTS

EXAMS