• Department: Resource and methods

  • Name of course: Learning Strategies Intervention

  • Name of teacher: John Yerxa

  • Course Description: Rationale/Course Description Sept 2001

    This program is a part of a continuum of support programs and services designed to assist students with identified processing difficulties who have academic potential and whose goals are to take post-secondary studies. These are students who, without specialised supplementary support and training, will not reach their true potential. To this point support has been provided through teachers use of the documents "Resource for the Identification and teaching of students with Specific Learning Disability: Elementary/Middle School " and "Teaching of Students with Specific Learning Disability: Elementary/Middle Level", "Resource for Assisting Struggling Learners K-10", and "Resource for Learning Disabled Students: High School Foundation Program" as well as through consultative and/or direct support from student services staff.
    The primary purpose of the Learning Strategies Intervention course is to enable these students to cope with the rigor and pace of the high school curriculum and to develop specialised skills, which will equip them for successful transition to post-secondary studies. Knowledge of adaptations in relation to their individual areas of difficulty will better assist each student to meet the challenges of their future.
    Formal and informal longitudinal assessments have determined that these students have specific processing weaknesses, and without supplementary support and training they will not reach their true potential. These students are fully included into the school system, and they are expected to complete the provincial graduation requirements. The primary purpose of the program is to enable these students to cope with the rigor and pace of the high school curriculum. A concomitant purpose is to develop specialised skills, which will equip them for successful transition to post-secondary studies. Application of adaptations in relation to their individual areas of difficulty will better assist each student to meet the challenges of their future.

    The intent of the program is to provide the student with processing difficulties with the required academic skills at the grade 11 and/or 12 levels. The program includes reading writing, researching, and study skills components.

    Student Outcomes

    All students will demonstrate achievement in the following areas:

    1. 1. Learning styles identification
    2. 2. Study skills and application of strategies to the regular curriculum
    3. 3. Writing skills development
    4. 4. Reading skills development
    5. 5. Knowledge of the transition process

    Eligibility for Admission

    Priority acceptance will be given to the student with academic potential who has documentation in the form of informal and/or formal assessments and a longitudinally developed Special Education Plan. Discrepancies should be evident between ability and achievement with deficits in one or more of the various processes required for the reception, storage, and retrieval of information. The processing difficulty may be in one or more of the following areas: reading, memory, listening, speaking, composition, reasoning, mathematics, spatial relationships and/or social interaction.

    The Learning Strategies Intervention course can be offered as a 1-credit optional course in grade 11 or 12. Some students may benefit from taking one credit in each of grade 11 and 12. The Learning Strategies Intervention course 120 builds on the skills and knowledge obtained in the Learning Strategies Intervention course 110.


    Assessment Methods, Tests and Projects. (Your course specific input)

    1. 1. Daily and weekly assignments. (Done in class)
    2. 2. Research paper (5pages) on the brain or some aspect of recent brain research.
    3. 3. Basic computer skills test.


    Teaching Methods: (course specific content)

    1. 1. Small group work.
    2. 2. Informal discussion.
    3. 3. Direct Instruction.

    Program Components

    1. Learning style identification for students
      • Identifying individual learning styles
      • Identifying teacher style
      • Matching learning style with teacher style
    2. Study skills and application of strategies
      • Note-taking
        1. Developing listening skills
        2. Writing important details
        3. Outlining, summarising, categorising information
        4. Keeping legible notes
      • Developing skills in critical analysis
        1. Detecting bias
        2. Exploring accuracy and reliability of spoken or written language
      • Demonstrating formal presentation skills (oral and written)
        1. Oral speaking skills
        2. Organisation and format of a research paper
      • Developing goal setting and time management skills
        1. Setting short-term and long-term goals
        2. Organising tasks for homework
        3. Materials content arrangement
        4. Using time planning devices
      • Using multi-model presentation and multi-media devices including
        Reference materials multi-media devices General encyclopaedia
        tape recordings Subject encyclopaedia video recordings
        Directories CD-ROM Annuals
        Internet webs Dictionaries interviews
        Yearbooks almanacs Periodicals
      • Using visual aids such as graphs, maps, charts, diagrams, tables, and scale drawings.
      • Using study strategies including
        5WS SQ3R Advanced organisers
        highlighting DRTA mapping flashcards
        PQ5K concept webbing Condensing
        mnemonics Herringbone technique paraphrasing
      • Developing meta-cognitive strategies including
        Comparing analysing Categorising
        Linking Prioritising lateral and vertical thinking

      • Developing test strategies
        1. Setting a study schedule
        2. Analysing the test structure
        3. Refining attitude and responsibility
        4. self-testing and evaluation
        5. Sizing up the test
        6. Controlling anxiety
    3. Writing skills development
      • Usage and mechanics of language
        1. Parts of speech
        2. Punctuation
        3. Capitalisation
        4. Words often confused
        5. Sentence and paragraph structure
        6. Grammatical usage
      • Composition of ideas
        1. Organising ideas on concept cards
        2. Brainstorming
        3. Following the "writing process"
        4. drafting and redrafting
        5. Using proof reader's checklist for final copy
      • Development of word processing skills
        1. Microsoft Word, Word Perfect, First Choice, etc
        2. Using Windows applications
      • Development of precise writing skills such as condensing, organising, and paraphrasing information
    4. Reading (and viewing) skills development
      • Literal reading comprehension
        1. Building an active reading memory through logging, questioning, chunking information.
        2. Sequencing main ideas and events
        3. Describing characters
        4. Noting details
        5. Building vocabulary
      • Inferential reading comprehension
        1. Developing deductive reading skills (purpose, theme, moral)
        2. Interpreting figurative language
        3. Evaluating relevance - real and factual
        4. Recognising types of conflict
        5. Predicting outcomes
        6. Comparing and evaluating characters, events, and settings
        7. Drawing conclusions
    5. Transition process
      • Career and vocational exploration
        1. The cover letter (business letter format)
        2. The resume
        3. Application forms
        4. Personal interview
        5. Choices computer exploration program
        6. Linking to the Future: Career and Educational Portfolio
      • Post-secondary institution preparation
        1. Identifying entrance criteria
        2. Following application process
        3. Assessing special services
        4. Developing self-advocacy skills
        5. Identifying strategies and accommodations for success
        6. Living on you own - social skills assessment