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Students can use manipulatives during math class to better understand how addition and subtraction works. Using physical items to describe how a math problem works may help the students better understand the content. (“I have 10 toy cars and give 3 to a friend, how many toy cars do I have left?”)

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Students could use questioning and critical thinking in an elementary classroom. For example, a prompt is given to write a personal narrative, and students are given time to brainstorm and form questions about how they should approach the assignment.

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A young student is having problems with final consonant deletion. An example of this is when a child says “tru…” for the word “truck.” They are only pronouncing the first part of the word. An example I would use to help them is focusing on one consonant at a time, and use a ton of examples to work that consonant. So, if they are leaving off the “p” consonant, I would use words like “stop, pop, cop” in a visual activity to help them work this specific consonant. With sensory information, visual components, and repetition, the student can hopefully succeeded in the activity.

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In my setting, an eighth grade classroom, students would be asked about what activity, sport, or instrument they would want to be involved with in high school. It is important to be involved in school, and the PMI strategy helps students think more critically about their choices. By making a list of pluses, minuses, and interests, the students are able to figure out what they truly want to join in high school.

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Encourages students to think about many possibilities, and to explore the positive/negative aspects of ideas/activities. In a classroom lesson students could compare each way of solving a math problem then use a PMI to decide what was positive about the strategy they used, what was negative, and interesting. This allows students to be independent and see beyond the obvious and encourages them to see different perspectives.

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I would use this method of visual note-taking to help clients who I would meet in my marriage and family therapy practice so that clients can easily remember and categorize their connecting thoughts to draw together a bigger picture of what they are trying to share

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Students are learning about plants so before the unit, they are asked to make a mindmap of everything they know about plants. They put a plant in the middle and then add to it either in the minds or they can write it out to help visualize the components they know about plants. This will help them to retain the information better as well as add more information they learn about plants in that unit.

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Visualization would be useful in an SLPA setting, as it allows children to visually identify the mechanics of sound production. A prosthetic mouth, with a moveable tongue would allow the child to view the proper movements and placements, prior to attempting a specific sound.

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In my setting (first grade), the strategy I would utilize is visualization.  I think most young students learn best when the content is applied visually.  For example, in math class a great tool to use could be with pennies.  Each student will have ten pennies in front of them, the teacher can ask the students to take away four pennies and to then count the remaining.  After finding this with the pennies the students can then easily write a subtraction problem on paper.

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Students can create visuals/diagrams to help them understand processes. For example, students can draw a picture of nature (the sun, plants, water, etc) and create arrows to demonstrate photosynthesis

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With Questioning in Speech therapy, you can ask the child simple questions related to what they are working on. This can be as simple as “where does my tongue go?” Or “what shape does my mouth make?”. This could be done at the beginning of each session so the student can start the session off right. This also allows the speech therapist to correct the student if they are wrong.