LDAGCGICAL S1kA1LGILS ICk 1LACnLkS CI S1UDLN1S

WI1n DIVLkSL LLAkNING NLLDS

1eachlng SLraLegles for LxcepLlonal and SLruggllng 8eaders resenLaLlon PandouL 10/13/11
AdapLed Source urew unlverslLy
1

Ceneral edagoglcal SLraLegles edagoglcal SLraLegles for WrlLlng
O Provide examples (and identiIy things that
are not examples).
O Provide written directions.
O Vary your teaching methods (lecture,
discussion, small groups, projects, problem
based/project based activities).
O For large projects, provide step-by-step
directions, bullet those directions, & give
advanced notice oI due dates (at least 2 weeks).
O Try to select well organized textbooks with
subheadings, clear explanations and
instructions, and appropriate examples.
O Print out copies oI overheads and make them
available to students.
O Review material.
O Encourage study groups.
O Provide pre-reading questions Ior each
reading assignment or group oI related
assignments.
O IdentiIy (signal, highlight, special symbol)
key points in the readings and lectures.
O Don't penalize students Ior spelling,
organizational, or hand writing errors on timed
examinations.
O Allow students to use lap top computers Ior
examinations.
O Go over all instructions in class and provide
a written version--but don't provide
overwhelming amounts oI instruction.
O State the day's objectives at the beginning oI
the class.
O Paraphrase key points Irom the reading and
lectures.
Other Pedagogical Considerations
Create a strategic classroom.
Involve students in goal setting related
to learning and using content-speciIic
strategies (math, writing, history, etc.).
Provide advance organizers
odel strategic behavior and thinking
Provide strategy practice
ReinIorce strategy application through
immediate and elaborated Ieedback.
O Provide written instructions Ior
assignments emphasizing exactly what
you want students to do.
O Go over the assignment orally in class
as well.
O rite out the stages students need to
Iollow to complete an assignment.
O Provide adequate time Ior students to
complete an assignment. (Two weeks
is good Ior a standard college paper;
Iour weeks is the minimum Ior a paper
requiring library research.)
O Teach your students to brainstorm and
organize ideas. (In most cases inIormal
outlines are more helpIul than Iormal
outlines because the latter can seem so
overwhelming that many students Iail
to do them or spend most oI the time
allocated working on the perIect outline
and never complete the paper.)
O Read draIts and give students written
and oral Ieedback.
O Encourage students to read their work
out loud, use tape recorders to record
their brainstorming, and even record an
oral draIt oI their papers iI that works
Ior them. (Some voice recognition
soItware is both aIIordable and user-
Iriendly, so students who Iind this
method helpIul might consider
exploring the soItware options.)
O Encourage the use oI computers at all
stages oI the process.
O Encourage students to use portable
computers in essay exams iI they preIer
to do so.
O Encourage students to attend regular
tutoring sessions (and encourage tutors
to Iocus on organization)
O ork out exactly what you want the
writing assignment to achieve, write
this out, and be ready to discuss it
LDAGCGICAL S1kA1LGILS ICk 1LACnLkS CI S1UDLN1S
WI1n DIVLkSL LLAkNING NLLDS
1eachlng SLraLegles for LxcepLlonal and SLruggllng 8eaders resenLaLlon PandouL 10/13/11
AdapLed Source urew unlverslLy
2

odel and use mnemonic strategies orally with the class.
O ork out exactly how you will
evaluate an assignment, write this out,
and be ready to discuss it orally with
the class.
O ork out exactly what stages the
students need to Iollow to complete the
assignment, write those out, and be
ready to discuss them orally with the
class.
O ork out how long it should take to
complete the assignment, and make
sure to allow the students at least that
much time. (Two weeks Ior a standard
college paper; at least Iour weeks Ior a
paper requiring library research.)
O rite out the assignment clearly and
simply and make sure that each student
has a clear copy. Typed is better than
handwritten.
O II you need to provide written
explanations, stages, goals, etc., clearly
identiIy what they are using bullets,
subheadings, and straightIorward
explanations.
O Go over the assignment orally in class
the day you give out the written
version, emphasizing what is required
(comparison, analysis, etc.) and
explaining the goals. Be clear and
direct and try to make connections to
other parts oI the course and to skills
students have already learned.
O IIer more than one version oI the
assignment (each written out), allowing
a more creative approach iI that is
LDAGCGICAL S1kA1LGILS ICk 1LACnLkS CI S1UDLN1S
WI1n DIVLkSL LLAkNING NLLDS
1eachlng SLraLegles for LxcepLlonal and SLruggllng 8eaders resenLaLlon PandouL 10/13/11
AdapLed Source urew unlverslLy
3

possible