Unit IV: Evolution s1

Learning Strategies Course Description and Philosophy

Learning Strategies is presented as a supplemental class for students in the High School Special Education Program. Learning Strategies is composed of two parts: the acquisition of skills and the assistance with assignments, assessments, and organization. The program for the acquisition of skills is designed to span the four years of a student’s high school career. Learning Strategies curriculum covers four units of study: Study Skills, Organizational Skills, Self-Advocacy, and Career Orientation. Some of the topics covered include test-taking, note-taking, plagiarism, determining one’s learning style, understanding one’s Individual Education Plan (IEP), time management, goal setting, ethics, and career skills.

Students will be exposed to a variety of learning styles and strategies in order to maximize their potential in different academic settings. This will assist students in being receptive to differentiated instruction in their classes. Students will also be presented with methods to help improve their transition skills, in order to learn how to advocate for themselves in high school, post-secondary, as well as workplace environments.

Evaluation of students’ acquisition of skills will include pre-assessments with teacher input, classroom activities, post-assessments with teacher input, and achievement towards mastering the objectives set forth in a student’s IEP. Students will be directed towards consistently utilizing the strategies learned in accordance with their current Individual Education Plan.

Text References: • Basso, Dianne and Natalie McCoy, Study Tools: A Comprehensive Curriculum Guide for Teaching Study Skills to Students With Special Needs, 1996, Twins Publications, Columbia, South Carolina, United States. • Connections: A Guide to Maximizing Student Potential, New Jersey Department of Education, Division of Student Services, Office of Special Education Programs, Trenton, New Jersey, United States. • Retzer, Heidi and Dan Heisdorf, Building Your Future, 2005, PCI Educational Publishing, Austin, Texas, United States. • Rozaklis, Laurie, Ph.D., Test-Taking Strategies & Study Skills for the Utterly Confused, 2003, McGraw-Hill, New York, New York, United States. • Strichart, Stephen S. and Charles T. Mangrum II, Teaching Learning Strategies and Study Skills to Students with Learning Disabilities, Attention Deficit Disorders, or Special Needs, 2002, Allyn & Bacon, Boston, Massachusetts, United States. • Study Skills, 1999, Saddleback Publishing, Inc., Irvine, California, United States.

Additional Resources: NJCAN, Coin 3, Google Docs, Noodletools, and Study Island

1 Revised 2014

Unit I: Study Skills

Essential Question: How will the development and application of study skills increase the retention of material?

Objectives: Students will be able to:

• Prepare for tests in advance to increase the retention of information and to reduce test anxiety. • Explain the different styles of test formats. • Recognize editing symbols and apply them to when editing writing pieces. • Determine what a text says explicitly and make logical inferences. • Recognize key words as to important information. • Differentiate between a main idea and supporting points. • Describe a standard outline format and its application in the writing process. • Define memory devices and mnemonics and utilize them to increase the retention of material. • Review how to properly embed quotations into a piece of writing. • Explain the use of parenthetical citations in order to give credit to the original author of the information. • Explain how to paraphrase information so as not to plagiarize the work of others.

2 Topic/Content Skills Assessment Resources Instructional Method Tech Infusion Standards: Unit I

Topic 1: Test Taking  Test Preparation Pre-Assessments Worksheets Lecture Internet Research  Reduction of Test Anxiety Post-Assessments Websites Discussion DVD  Test Formats Media Center Small Group Work Laptops Educational Technology Individual Research iPads Specialist CCCS.ELA- Literacy.CCRA.W.2 CCCS.ELA- Literacy.CCRA.W.3

Topic 2: Note Taking  Editing Symbols CCCS.ELA-Literacy.CCRA.W.5  Making Logical Inferences CCCS.ELA-Literacy. CCRA.R.1  Recognizing Key Words CCCS.ELA-Literacy.CCRA.R.4  Main Idea and Supporting Points CCCS.ELA-Literacy.CCRA.R.2  Outlining CCCS.ELA-Literacy.CCRA.W.4

Topic 3: Memory Skills  Memory Devices CCCS.ELA-Literacy.CCRA.SL.9- 10.2  Mnemonic Devices

Topic 4: Quotations  Embedded Quotations CCCS.ELA-Literacy.CCRA.W.9  Parenthetical Citations  Paraphrase CCCS.ELA-Literacy.CCRA.W.4

Topic 5: Plagiarism  Definition and Examples of Plagiarism CCCS.ELA-Literacy.CCRA.W.8  Prevention of Plagiarism

Differentiated Learning Activities Each activity is presented with a variety of strategies, so each student will select the strategy that fits his or her learning style.

Ethical Decision Making/Character Education Discussion of plagiarism, its implications in academic and workplace settings, and methods to avoid the desire to plagiarism.

3 Unit II: Organization

Essential Question: What do we need to develop and implement strategies in order to organize and plan for completion of academic work?

• Use a weekly planner effectively • Identify benchmark timelines for completion of long-term assignments and studying for midterm and final exams • Access teacher workspaces, blogs, and website • Set appropriate academic and personal goals • Recognize that being organized is essential to school success • List various tools used for organizing oneself in school; then select one that fits his or her learning style

4 Topic/Content Skills Assessment Resources Instructional Method Tech Infusion Standards: Unit II

Topic 1: Time Management  Tracking Your Time Pre-Assessments Worksheets Individual Research Internet Research NJCCCS 9.1.12.A.1  Planning Your Time Post-Assessments Websites Lecture DVD NJCCCS 9.1.12.F.1  Homework Completion Class Activities Media Center Discussion Laptops iPads

Topic 2: Setting Goals  Short-Term  Mid-Range  Long-Range

Ethical Decision Making/Character Education Teachers will discuss the importance of completing homework and its impact on grades and group assignments.

5 Unit III: Title –Self-Advocacy

Essential Question: What do I need to know about myself in order to advocate with success now and in my future?

• Define self-advocacy and the components that make a good self-advocate. • Recognize and explain his/her own learning style. • Understand how learning styles are relevant to their academics. • Know what a learning disability is and how it impacts their success in class and in social situations. • Understand the components of the Individual Education Plan. • Define their strengths and weaknesses in preparation for IEP development. • Know what strategies and accommodations will best help them to succeed both in academic and non-academic situations. • Monitor application of IEP strategies, accommodations and modifications in the classroom. • Identify and locate supports that exist in the school community. • Understand the importance of personal values. • Identify what laws protect individuals with disabilities in high school, post-secondary institutions and on the job.

6 Topic/Content Skills Assessment Resources Instructional Method Tech Infusion Standards: Unit III

Topic 1: Self-Advocacy  What is Self-Advocacy? Pre-Assessments Worksheets Lecture Internet Research NJCCCS 2.2.12.D.1  What is a good self-advocate? Class Activities Websites Discussion DVD Post-Assessments Media Center Small Group Work Laptops iPads

Topic 2: Learning Styles and Learning Disabilities  Different learning styles NJCCCS 6.1.12.D.14.d  Learning styles and its affect on academics  Learning styles affect on other situations  What is a learning disability?  Learning disabilities affect on a student

Topic 3: Preparing for IEP Meeting  What is an IEP?  Components of an IEP  Students’ understanding of their individual IEP

Topic 4: Community Resources  Resources in the school community NJCCCS 6.3.12.D.1  Laws that protect students with disabilities now and in the future

Topic 5: Values  Personal values NJCCCS 9.1.12.F.2  Treatment of persons with disabilities NJCCCS 9.1.12.F.5

Ethical Decision Making/Character Education Describe the appropriate ways to advocate for oneself and become familiar with the laws that protect individuals with disabilities.

7 Unit IV: Career Orientation

Essential Question: What skills do I need to make a successful post-secondary choice?

• Identify personal preferences and interests • Identify career choices compatible with learning style • Evaluate academic and non-academic skills needed for potential careers • Understand how their strengths and weaknesses impact on their post-secondary choices • Complete a college application and related forms • Complete a college search • Know what courses they need to successfully attain their post-secondary choice • Describe and demonstrate appropriate interviewing skills and interpersonal skills necessary for post-secondary interviews • Participate in the development of a transition plan

8 Topic/Content Skills Assessment Resources Instructional Method Tech Infusion Standards: Unit IV

Topic 1: Careers/College  Courses needed Pre-Assessments Worksheets Lecture Internet Research NJCCCS 9.3.12.C.1  Preferences & interests Class Activities Websites Discussion Laptops NJCCCS 9.3.12.C.2  Career Choices Post-Assessments Media Center Small Group Work iPads NJCCCS 9.3.12.C.3  Academic skills needed Educational Technology NJCCCS 9.3.12.C.4  Transition Plan Specialist

Topic 2: Interpersonal Skills  Interviewing skills NJCCCS 2.2.12.A.1  Interpersonal skills

Topic 3: Writing Skills  College Application and related forms CCCS.ELA-Literacy.CCRA.W.4

Ethical Decision Making/Character Education Teachers will lead a discussion about honesty in applications