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Content area objectives: Students will be able to express, analyze, and interpret the various ways the visual arts allow for communicating ideas using art-specific terminology, and in turn, develop their own works of art with desired results.

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1. TAP-D (Think, arrange, prioritize, do it!)

2. 3-C (Create a calendar, Create a weekly planner, Create daily lists)

3. RAINS (Read the entire question, analyze the content, identify keywords, notice the negatives, and search for grammatical clues)

4. SPORT (Say to yourself---where? Picture in your head, organize in your mind, remember to “dump” all the information, and tell yourself that you need to go back)

5. RULE-WE (read the question, underline keywords, list or outline major points, emphasize details for each point, write the answer, evaluate the answer

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Before choosing a strategy, learn about your student!

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Before choosing a strategy, learn about your student!

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It's important to first understand the student and the type of content area first before we decide on a type of strategy though!

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Take a look and feel free to comment/ask any questions!

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ALA Strategies
by Nicole Arencibia
What are organizational strategies?
Now, we'll also look at the objectives a teacher might have in this classroom...
First let's take a look at our sample student to apply these strategies to...
TAP-D strategy (Think, arrange, prioritize, do it!)
Test taking strategies
SPORT (Say to yourself---where? Picture in your head, organize in your mind, remember to "dump" all the information, and tell yourself that you need to go back)
RULE-WE (read the question, underline keywords, list or outline major points, emphasize details for each point, write the answer, evaluate the answer
Problem
: Because Susie has difficulty with organizing her thoughts, evaluating her answers will help her to compare her thoughts with what the question is exactly asking. By listing all of the major points of the questions, it will also help her to keep track of her ideas and quickly write down ideas before she forgets.
RULE-WE
Implementation
: I would teach this to students by giving them a practice passage and question. They would then underline any keywords, which ask them to do a specific task (analyze, compare, define, etc). They would then make an outline of main points that they studied. As a class, we would brainstorm this part together. Next, they would write their answers. One way to make sure they wrote all the main points, would be to check off each as they wrote. Last, they evaluate their answers.
There are so many types of organizational strategies!
It's up to you as a teacher to determine which ones work for each of your student's needs!
A type of learning strategy to help students with storing, expressing, planning, and evaluating their ideas to achieve success.
The following slides give several examples!
Student: Susie
Content area: Visual Arts
Grade level: 11th

Susie is an 11th grade student in my visual arts class with ADHD and is also deaf.
Based on her questionnaire, she struggles with organization, setting goals, and keeping track of assignments.

Content area objectives: Students will be able to express, analyze, and interpret the various ways the visual arts allow for communicating ideas using art-specific terminology, and in turn, develop their own works of art with desired results.
It's important to first understand the student and the type of content area first before we decide on a type of strategy though!
Day one:
Objective: Students will be able to express and analyze the multiple ways that the visual arts allow for the communication of concepts.
Day two:
Objective: Students will be able to interpret all possible meanings of artwork by analyzing how the works are created and their historical and cultural information.
Day three:
Objective: Students will be able to apply visual arts vocabulary while observing, describing, analyzing, and creating works of art
Day four:
Objective: Students will be able to properly choose materials and techniques to create works of art to communicate their ideas and achieve desired results.
Day five:
Objective: Students will be able to explain their own intentions in creating works of art and explain this in a class critique.
Susie needs help with organizing her thoughts, so this strategy is a wonderful tool.
Here's one way to implement it into an art classroom: I would teach this to Susie by showing her pictures of activities that we could possibly be doing in the classroom for the 5 days, mixed with other activities (social, academic, home-related, etc). Because she is more of a visual learner, this would greatly help her. I would have already created a board that is split into the two columns: WANT and NEED. I would have her place the pictures into either column. After that, I would present her with another board that was split into four categories: school, work, home, and social. Susie would then have to place the pictures from the two columns of WANT and NEED on to any of these. After that, I would have her prioritize each category write a number from 1-4 for each. The last step would be for her to accomplish her goals! Students would keep these boards with them at their stations, but the pictures would change according to the unit of study. I could monitor her progress with the strategy by creating a portfolio of finished boards, which I would collect each week.
3C: Create a calendar
Create a weekly planner.
Create daily lists.

Susie needs help keeping track of her goals. This strategy is great for breaking this down into short-term and long-term.
Here's an example of how I would use it:I would have Susie and other students write down in their journals what steps had to be done to complete her assignment for that night once she walked into class. This would be an opening activity for the class. At the end of the week, they would write in a google calendar what had to be done for the upcoming week due by Monday. What is good about google calendar is that it sends you reminders and they also be shared, so Susie could send it to me. On the last day of the month, students would do the same for the upcoming month. By doing this, I could monitor their progress with the strategy.
Susie could also save the dates on her phone because google calendar can sync with your phone to set up reminders for upcoming projects. This would be good because she is more likely to check her phone than logging in to google on a computer.

It is important for all teachers to demonstrate test taking strategies for their students. The following organizational skills help students with special needs to lessen their anxiety and more confident.
RAINS (Read the entire question, analyze the content, identify keywords, notice the negatives, and search for grammatical clues)
I would implement this strategy in an art class by giving a student a passage that was followed by an essay question. We would read the entire question by covering each line, one at a time. Then we would analyze, by circling any terms that the student already knows. I would have the student pay attention to negative words by highlighting them (this is important because these words completely change the meaning of the question. How grammar is used also changes meaning.
Problem
: Susie does not always remember information she learns or steps for using certain materials. Some are very process-oriented, so it is important for her to keep track of the order.
Implementation
: One way to teach this to a student would be to have them write out a list of visuals they remembered seeing while they were studying. They could even try to draw what the environment looked like! After that, they will try to list words or images they might have written or read in their notebooks. This can include any study aids they used. For the "dumping" step, I would give the student one or two question related to what they studied. We would go over how to practice "dumping" little notes next to each question before they even began trying to answer the question. This would help them so that they do not forget any information while writing their answer. Lastly, they would look at the dumped information to see if it was included in their answer.
Next slide!

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ALA Strategies by Nicole Arencibia What are organizational strategies?Now, we'll also look at the objectives a teacher might have in this classroom...First let's take a look at our sample student to apply these strategies to...TAP-D strategy (Think, arrange, prioritize, do it!)Test taking strategiesSPORT (Say to yourself---where?