How do I teach strategies?

~~~~~~~~~~~~~~~~~~~~~~~~~~Strategies @ a Glance~~~~~~~~~~~~~~~~~~~~~~~~~~~

REDUCE LOAD ON WORKING MEMORY

Inputting
Use simple language.
For example, give verbal and written directions and instructions. Also, explain simply
and briefly. Give instructions concisely. Repeat key words, ideas and even sentences. Use
familiar vocabulary.
Use a lot of repetition.
Repeat directions and instructions frequently. Ask students to repeat instructions before
asking them to work alone.
Use external memory aides.
External memory aides are tools like number lines, graphic organizers, notes, or step by
step written instructions. External memory aides reduce working memory load. These
tools help students think about new information without having to think about what to do.
When introducing an external memory aide, use it with information students already
understand. After practicing with the external memory aide, use it with new information .
Provide a quiet learning environment.
Students can’t concentrate if there is competing background noise. The more the noise
matches the study-content the more that noise interferes with concentration. So a student
who is reading could be easily distracted by hearing words, but not as easily distracted by
wordless music.
Allow time.
Give the students lots of chances to repeat and review strategies. Allow a lot of time for
students to process information. Often remind students when and how to use strategies.

Processing
Reduce processing demands.
Don’t make student think about two things at once. For example, don’t ask them to listen
to a complicated lecture and take detailed notes at the same time. Instead, use only one
way to give (input) information at a time. Then ask students to think about one way of
sharing (outputting) information later on. Help students focus on one step at a time.
Organize presentation of information.
Students can better remember information that is well organized. They are able to focus
more on the information and less on trying to understand how it is organized.
Activate relevant information.
Get the students to compare the known with the unknown. Ask them to think about what
they already know and connect new information with it. Such tools include advance
organizers, identifying main ideas, or providing familiar examples. Directly explain new
material in the context of something they have already learned.
Scaffold until the student can learn independently.
Scaffolding means giving graduated learning support.
Promote higher level processing.
Don’t just use repetition. Plan ways for students to use new information. For example,
student should create a project or product rather than just listen to you talk.