The Learning Commons

Location:

Hege Library, 2nd Floor

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Tutorial Services

Learning Strategies

Definitions, Signs, and Detailed Accommodations

are clusters of different thought and behavior problems that affect how the brain processes information.
garble information somewhere in the chain of information processing: how one takes in information, retains that information and expresses knowledge and understandings.

Nobody's brain works perfectly. Brains work differently.

We all have strengths and weaknesses.

An exaggerated fear of failure
Low self image
Average to high IQ
A marked discrepancy between achievement and potential (IQ)--an inconsistent learning profile
A high degree of creativity, humor and verbal skills
Superior high level thinking skills, i.e. analytical, creative or innovative thinking
Clustered areas of excellence in which motivation is high and compensatory strategies are well-honed (leadership, interpersonal skills, writing, history, sports, computers, math or art)

Difficulty discriminating (sound, words, symbols)
Difficulty retaining what is heard or seen
Difficulty recalling sequence
Poor mechanics in writing
Poor spelling (transposition, omissions, substitutions, phonetic spelling of non-phonetic words)
Trouble completing assignments on time
Slow reading or writing rate
Difficulty copying from text or board
An "abnormally" short attention span
Difficulty concentrating even when motivated
Easy distractibility
Fatigue (because concentrating is so hard)
Trouble sequencing letters, words, numbers
Frequent reversal of numbers (3, 8) or letters (p, d, q)
Frequent omission of words or word endings
An awkward pencil grip and/or writing posture
Poor organization and management skills; poor sense of time (forgets or confuses)
Poor handwriting: large, uneven, poorly formed letters
Difficulty distinguishing main and supporting ideas; difficulty generating main and supporting ideas in written work
Inordinate difficulty in math
Difficulty following directions
Problems in laterality and directionality
Erratic speech patterns in difficulty finding the right word when speaking
Difficulty expressing what one knows, through oral and written language (one or both)
Auditory and visual perception problems
Poor body balance and coordinating
Poor social perception (laughing at the wrong time, not reading social cues--often because of being distracted)

Making syllabi and reading lists available early
Beginning lecture/discussions with review/overview
Using chalk board or overhead to highlight key concepts and vocabulary (but NOT requiring much copying from board or overhead)
Reading at least the most critical information written on board or transparency
Emphasizing--verbally and with physical cues--key elements in lectures and discussions
Giving assignments orally AND in writing
Allowing time for reflection, questions, discussion and processing
Providing time for individual discussion outside class
Permitting extended time on tests, in-class assignments and assigned papers
Allowing oral or taped presentations--at least sometimes--in addition to written presentations
Providing essay rather than objective exams or vice versa
Allowing students to take tests separately away from distractions of other students
Allowing students to verbalize/clarify questions before answering them
Helping students to analyze processes required in your discipline
Allowing students to tape record classes