Lessons+for+Teachers

= __**LESSONS FOR TEACHERS**__ = __**Format of this page:**__ **A) #) and Title** **B) Document OR Link** **C) Picture of document OR web to show you the document**


 * 1) 411 Disability Workbook**

OSU- self-advocacy unit with lessons
 * 2) Oklahoma State University**

South Dakota School for the Deaf Self-advocacy
 * 3) South Dakota School for the Deaf**

4) __**Example from Landmark College (for students with LD)**__
Embedding in Algebra

Checklist: Supporting Metacognition and Self-Advocacy
 Metacognition is a term that refers to a person’s awareness and understanding of her own thinking and learning process. Research confirms the connection between metacognition, self-regulation, and academic success for students with learning disabilities. The best way for math instructors to support the development of metacognition and self-regulation is to integrate activities and routines into their course that promote academic success and require self-reflection. Below is a checklist of practices that support self-regulation and metacognitive awareness.
 * 1) Discuss the concept of metacognition and its meaning at the beginning of the course.
 * 2) Create a goal-setting activity at the beginning of the semester and ask students to set goals for the course.
 * 3) Create a routine for homework assignments that includes error analysis and opportunities for reflection.
 * Example: A checklist for students to follow when completing homework assignments
 * Example: Grading criteria for homework assignments that is available to students
 * 1) Develop a test analysis procedure for students to use to understand the nature of their errors.
 * 2) Assign students to keep a strategy notebook for their class notes and the strategies that they find effective.
 * 3) Create an end-of semester self-reflection activity so that students have an opportunity to review their successes and the challenges they faced during the course of the semester.