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| EASIER STRATEGIES | MODERATE STRATEGIES | FORMALLY DIAGNOSED STUDENT TECHNIQUES | |
|---|---|---|---|
| SYLLABUS | Hand out the syllabus, with due dates, at the beginning of class. | ||
| ASSIGNMENTS | Encourage students to ask questions about assignments.
Specify how long, complicated assignments break into parts. Check students' comprehension of assignments, particularly the understanding of students who have had past difficulty. |
Present assignments both orally and in writing.
Emphasize key instructions or information. Provide study questions or lists of key terms. Emphasize useful study skills. Show sample assignments. |
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| DISCUSSION | Periodically review material or summarize main points. | ||
| LECTURE | Speak deliberately at key points.
Give students enough time to write notes. Emphasize key ideas. Write important definitions and ideas on the board. Periodically review and summarize your work. |
Provide written handouts for key ideas and instructions.
Stress the context and relationship of ideas. Use concrete examples. Vary presentation methods. Supplement oral presentations with visual material. |
Encourage students to sit in the front of class.
Supplement visual with oral information, and vice versa. |
| PAPERS | Encourage students to use word processing for their papers. | Encourage drafts and suggest ways to improve drafts. | Require use of a word processor and drafts. |
| STRUCTURE | Offer group work opportunities. | ||
| EVALUATION | When writing exams, avoid unnecessary questions within questions, double
negatives, or extremely complicated wording.
Allow students to rephrase exam questions in their own words. |
Evaluate students' work early in the semester and frequently.
Don't rely on one evaluation. Let students know how they are doing early in the quarter, and frequently. Include review sessions. |
Don't penalize spelling on exams.
Allow slightly modified exams (as needed by the student). |
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