SOLO taxonomy models the levels of understanding within a topic; its hierarchal nature can support progression and challenge. Flipped learning is a strategy that uses homework to build background knowledge, thereby maximising the impact of lesson time. Both flipped learning and SOLO taxonomy can be used to support student learning, either combined…

Techniques used to teach a class of seven- and eight-year-old learning-disabled students to tell time are described. Students first practiced counting by 1s and 5s around a clock with no hands before being introduced to the differing functions of the minute and hour hands. (VW)

Teachers can increase students' learning time by following specific instructional methods that maintain interest and develop the experience of success. Selection of realistic learning goals is essential. (CJH)

The whole clock method of time instruction is useful for children with mild to severe developmental disabilities. It presents time telling in a sequential manner that helps students generalize about and see the continuity of time. They learn to tell hours, then each five-minute interval sequentially around the clock face. (VW)

This booklet focuses upon ways in which a teacher can increase the amount of time students apply themselves to learning. Methods are presented for observing how much time students actually spend learning, for identifying which students are off-task, and for selecting teaching methods to increase students' learning time. Contents include…

This article presents learning strategies to help high school students with learning disabilities succeed in technical classes. Strategies address time management, memorization, and learning to use charts and graphs. Figures offer an example of breaking a project into subtasks, a self-questioning strategy, the CAN DO learning strategy, and a…

The materials in this guide focus on a variety of approaches to acquiring learning skills and applying them to eight content areas. The guide begins with a definition, an overview of learning skills, and historical background on the process of acquiring and applying learning skills. Ten learning skill competencies are defined: (1) self-evaluation,…

This booklet addresses two of the competencies needed by part-time faculty who teach adults. The competencies are adult learning and the need for quality in preparation to assure quality in instruction. The booklet begins with a discussion of just who the adult learners are. The next topic is adult motivation to learn at the beginning, during, and…

Outlines some techniques to increase student participation, interest, and learning that involve asking better questions and waiting an appropriate amount of time for the student response. Also explains the need for a good questioning technique that yields sufficiently difficult questions. (DDR)

This book is about strategies learners can use to make their language learning and practice more successful and enjoyable. It is also about how teachers can help their learners develop those strategies. By making strategies part of their courses, teachers can help prepare their learners for their future study. This practical guide gives examples…

Accessible, practical, and empowering, this book gives school professionals the tools to put students in charge of their own learning. Going beyond traditional "study skills" guides that focus on the mechanics of homework completion and test taking, the authors address the underlying psychological factors that influence academic success and…

This curriculum guide for a unit on study skills teaches students to become more self-sufficient in their personal and professional lives. The module is designed to help students manage their time more effectively, freeing up more time for studying. The guide contains three units: time management, effective learning techniques, and effective test…

This document describes how an adult basic education (ABE) program in Pennsylvania conducted a study skills training course to teach 54 parents how to help their school-age children with their homework. Parents also participated in informal follow-up throughout the school year. Evaluation of the program showed that it was successful both from the…

Presents instructional strategies for teaching middle school students about time zones and why the earth experiences night and day. Provides instructions for helping students make and use sextants and sun dials. Describes class activities and student-teacher dialogue. (CFR)

In their efforts to help preschool and primary grade children understand the passage of time, teachers can relate time to physical objects or events that are meaningful to the students. Innovative ways for students to develop and use calendars are described. (BB)