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Process skills: 2 or 3 columns note-taking systems

Teaching the strategy:

1. Create a checklist for student

2. "I" do, "We" do, "You" do with SENO modeling

3. Give visual/templates for student to use in class

4. Talk with teacher and procure the teaching materials, edit the teaching materials by removing some words to make guided notes

5. Scaffold students when using the template, until scaffold can be reduced/eliminated

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Fantastic Group (Randal, Peiying, Vanessa)

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Fantastic Group (Randal, Peiying, Vanessa)

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Key Word Method

- Let student know that today we will be learning about a strategy to help us learn concepts better

Introduction:

- SENO to show student visual steps on Key Word Concept and go through with student the steps

- SENO to let student know the sequence of activity (I do - We do - You do) and that we will start off by SENO's demonstration first

Model:

- SENO to model explicitly using simple words (e.g. ), while actively refering to visual steps.

- SENO to think aloud during the process (e.g. Hmm, when I see the word ____ , what do I think of? Ah, I think of ___. I will draw ____ now.

Guided Process:

- SENO to move on to guided process and use the following facilitating questions to prompt student (e.g. what do you think of when you see the word _____?)

Independent Practice:

- SENO to encourage student to do independent practice

- SENO to monitor for mastery of concept and decide if repeated practice is needed

- SENO to prompt student with same facilitating questions (as guided process) if need be, and encourage student to think out loud.

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Spaced Practice:

1. Plan a study schedule with the student (List down all their subjects, which one they are most confident in, then SENO can guide them on how to spce out their studying time)

2. ⁠SENO will model and explain how to use the schedule.

3. SENO will explain to student that they can check off the subject when they finish studying

4. ⁠SENO will check in with student weekly

5. SENO will collect data and track student progress

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Using a self monitoring form for appropriate classroom behaviours

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SENO role plays examples and non examples of the behaviours listed on the chart (e.g. what paying attention looks like), explicitly teaches what the classroom rules are (after consulting Alex’s teachers’ input)

SENO does ‘I do, we do, you do’ to teach Alex how to use self monitoring form during withdrawal sessions

SENO does ICS to guide Alex in using this form at the end of the lesson

SENO provides a copy to subject teachers to monitor Alex’s usage + briefs teachers of what Alex’s expected behaviours should look like

have token system in place (school/home collaboration)

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Helping students remember strategies using acronyms.

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Teaching the strategy:

1) Identify and decide on what is the area of focus that needs to be put into acronyms.

2) SENO and student to establish and agree on the steps.

3) Arrange the steps in order (if necessary) and identify the main verbs to see if a logical acronym can be made out of it.

4) "ID, WD and YD" to teach the student how to apply the acronyms.

5) Print out a smaller version of the acronyms and place them on the table, in the wallet, etc. The subject teachers will be informed regarding this acronym so that they can encourage the student to practice it in class.

6) To revisit the acronyms at the start of subsequent sessions.