Advanced Study Skills/Strategies
TEACH M
- a new intervention that helps those with severely impaired memory
- facilitates learning and retention of a procedure
Task analysis: Know the instructional content. Break it into smaller steps and chain the steps together.
Errorless learning: Keep errors to a minimum while the student is first learning the information. Model steps before the student attempts a new step. IF a mistake does happen, model it the correct way and have the student try again.
Assess performance: get a baseline by assessing their skills before the task. Probe performance at the beginning of each session and/or before introducing a new step.
Cumulative review: regularly review previously learned skills.
High rates of correct practice trials: practice the skill several times...correctly!
Metacognitive strategy training: have student think about their own thinking and predict how they think they will do. This encourages active processing of the material.
For additional research follow the following link:
Self Regulated Learning
- learning that is guided by metacognition (thinking about one's thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and the motivation to learn
- gives students the responsibility for their own learning
When asked to learn new material or begin studying for something, the following skills are important for students:
Begin by analyzing the task and interpret task requirements in terms of their current knowledge and beliefs.
Set task-specific goals, which they use as a basis for selecting, adapting, and possibly inventing strategies that will help them accomplish their objectives.
After implementing strategies, they monitor their progress toward goals, thereby generating internal feedback about the success of their efforts.
They adjust their strategies and efforts based on their perception of ongoing progress.
They use motivational strategies to keep themselves on task when they become discouraged or encounter difficulties.
PIE ~ Plan, Implement, Evaluate
- a framework for systematic instruction
- from the Sohlberg and Turkstra book Optimizing Cognitive Rehabilitation
Plan (Assessment and Design of your Instruction)
Who? What? Where? When? Why? and How?
Implement
Acquisition, Mastery, and Maintenance
Evaluate
PIE
Click below for additional information regarding the training framework and the phases of training.
