LEARNING AND COMPENSATORY STRATEGIES INVENTORY CHECKLIST

Transcription

1 1 name U of G ID # LEARNING AND COMPENSATORY STRATEGIES INVENTORY CHECKLIST for Post-secondary Students with Learning Disabilities Carol Herriot, B.A., B.Ed., M.Ed. Learning Disability Specialist University of Guelph Guelph, Ontario, Canada The Learning and Compensatory Strategies Inventory Checklist examines strategies found most helpful by successful students with learning disabilities in meeting the many challenges facing them at university. The checklist will help you to: o o o recognize strategies that you are using effectively already evaluate where you need to develop new strategies generate an action plan to help you become a more effective learner The Learning and Compensatory Strategies Inventory Checklist examines strategies for: Study Concentration Memory Learning from textbooks Learning from lectures Essays and assignments Writing tests and exams Organization and time management Self-advocacy Disability specific strategies 1999, Centre for Students with Disabilities, University of Guelph

2 2 INSTRUCTIONS 1. Answer each question in the Learning and Compensatory Strategies Inventory Checklist as carefully and honestly as possible. You may be tempted to answer "yes" to some questions because you realize the strategy is one you should be using. You may have good intentions of using it, but have not yet begun. Please resist this temptation. Instead, base your answers on your actual habits so that you can monitor your progress. 2. After you have completed all of the questions, graph the results. Begin by using the Worksheet to calculate your scores. The Summary Sheet will help you to see visually how you learn. 3. Finally, use the information you have gathered about your learning needs to generate an Action Plan. The plan will help you plan how to begin developing and refining strategies. While the purpose of this Learning and Compensatory Strategies Inventory Checklist is not to provide all of the possible strategies available, it does provide a place for you to begin. You are encouraged to work closely with your CSD Advisor, and to practice using the strategies in your courses. References Crux, Sandra C. (1991). Learning Strategies for Adults: Compensations for Learning Disabilities. Toronto: Wall & Emerson. Nadeau, Kathleen G.(1994). Survival Guide for College Students with ADD of LD. New York: Magination Press. Sedia, J. (1989). Landmark Study Skills Guide. Prides Crossing, MA: Landmark Foundation. Weinstein, Claire E. (1987). The Learning and Study Strategies Inventory (LASSI). Clearwater, FL: H & H Publishing Company Inc. Wong, L. (1997). Essential Study Skills. New York: Houghton Mifflin.

3 3 LEARNING AND COMPENSATORY STRATEGIES INVENTORY CHECKLIST Check ( ) the appropriate box that most accurately describes you. STUDY STRATEGIES 1 I have a regular place for studying, where I keep all the needed supplies, e.g., paper, pencils, books and other study materials 2 I know which study environment is best for my learning needs, e.g. a quiet distraction free environment, bright lighting, a large work surface 3 I always try to ensure that my study environment meets my learning needs. 4 When I study, I try to incorporate study strategies that use more than one modality of learning (visual, auditory, kinesthetic) 5 As I study, I make drawings, charts, flash cards, summary notes, etc. to help me organize and reduce material. 6 I make study tools regularly throughout the semester (as above). I do not wait until immediately before exams to prepare these tools. 7 When I study, I study from the notes that I made from the textbook information more than I study from the textbook. 8 When I study, I use self-testing to be sure I am learning the material, e.g., I stop at regular intervals to make a diagram or a short summary from memory. 9 I rearrange information into meaningful units or clusters when I study so that it is easier to learn. CONCENTRATION 10 I know what distracts me when I try to concentrate e.g. noise (or quiet), movement, clutter, daydreaming. 11 I try to remove distractions as much as possible when I study.

4 4 CONCENTRATION (cont) 12 I use a system to let others know when I am studying and do not want to be interrupted or disturbed, e.g. sign on my door. 13 I have an awareness of the length of my attention span - how long I can study effectively. 14 I plan my study time according to the length of my attention span. 15 I take short, frequent and controlled breaks between studying. 16 My study breaks involve some form of physical activity, e.g., going for a walk, getting some fresh air, getting a drink of water etc. 17 I know what times of day I am most mentally alert and study accordingly. 18 When I study, I monitor my concentration level. When I am not attending, and therefore not learning, I put away my books until another time. MEMORY 19 When I study information to be memorized, I actively rehearse the material, e.g., repeating it aloud, writing out key points, making flash cards. 20 I use mnemonics, organizational charts, visualization and other memory tricks to aid retention. 21 When I use mnemonics, I rehearse so that they are 100 percent accurate. 22 When memorizing, I make sure that I first understand the material, e.g., formulae, terms. If it is complicated I ask questions until it is clear. 23 I often tell myself when I am studying, "I am especially going to remember this." 24 I review material that needs to be memorized frequently and regularly throughout the semester (at 2 week intervals). 25 I stop at regular intervals to get feedback to ensure that I am remembering what I study.

5 5 MEMORY (cont) 26 I have a specific strategy for learning new terms presented in textbooks. LEARNING FROM TEXTBOOKS 27 I know the reading requirements of each of my courses, and I plan early in the semester how to realistically meet these requirements. 28 I use my understanding of my learning disability to develop appropriate reading strategies, e.g., reading aloud, looking up new terms in the glossary. 29 I match my reading schedule to the schedule of the lectures by doing my reading around the same time that the topic is being discussed in class. 30 I take summary notes on my reading assignments to help me organize and reduce the material. 31 As I read, I try to express in my own words what the author is saying. 32 When faced with volumes of material to read, I prioritize by being selective in what I read and how much I read. 33 When I read I set a purpose for reading before I begin, e.g., look at the title/topic and ask myself questions that I want to find answers to. 34 As I read, I stop at regular intervals to monitor my learning, e.g., I mentally go over the material and ask myself questions about what I have read. 35 As I read I underline, highlight, write notes in the margin etc. to help me organize and understand the material. 36 When I have difficulty understanding the material I read, I have some specific strategies for clarifying it, e.g., talking with a classmate/ instructor. 37 I preview reading material before reading it, e.g., review table of contents, headings, first and last paragraphs, preface, etc.

6 6 LEARNING FROM LECUTRES 38 I make a concentrated effort to attend all my lectures. 39 When I am unable to attend a lecture because of illness, I have a strategy for obtaining the notes that I missed, e.g., someone who will take notes for me. 40 I am "visible" in class I try to sit up front, ask questions and participate in discussions. 41 I have a specific and organized note-taking strategy that works for me in lectures, e.g., I skip lines, I write on one side of the page only. 42 I have a system for organizing my notebook so I can easily find information. 43 My lecture notes are accurate and complete - they make sense and are easy to read. 44 I look for the instructor's verbal and nonverbal communication patterns to help me identify what information is important. 45 When taking notes, I try as much as possible to use my own words. 46 I clarify anything that I did not understand in the lecture by speaking with my instructor or another student or doing additional reading. 47 I go over lecture notes within 24 hours of the lecture, and add missing information, create summaries, highlight key terms, etc. ESSAYS AND ASSIGNMENTS 48 Before I begin an essay, I make sure that I have a thorough knowledge of the material I am writing about. 49 I know how to develop an effective outline. 50 I use this knowledge to make outlines for all essays I write. 51 I know how to use library resources, such as Trellis and TUG to research my topic.

7 7 ESSAYS AND ASSIGNMENTS (cont) 52 Where appropriate, I take a point form outline of my essay to the instructor to be sure my ideas are on track and follow a logical sequence. 53 I break a writing task into small chunks, and complete a chunk at a time. 54 Where appropriate, I consult with the writing consultant for writing and/or editing needs, e.g., organization, academic style. 55 I have a strategy for proofreading my written assignments, e.g., I use a proofreader and/or a computer with spell and grammar check features. EXAMS 56 I find out as much as possible about the exam before it is given and plan my study accordingly, e.g., what material will be covered, the format. 57 Where available, I answer "practice" exam questions, e.g., copies of old exams, questions from a study guide or a study partner. 58 Before leaving for an exam I make sure that I have all the necessary materials, e.g., pens, watch, tissues. 59 I know the most effective way for me to "process" an exam question, e.g., read it over twice, underline key words, put the question into my own words. 60 I read over the entire exam before beginning. 61 I plan how to get the most marks in the least amount of time, e.g., doing the easiest questions first, doing the questions worth the most marks first. 62 The first time I work through a test, I leave answers that I don't know blank and then return to them when I have time.

8 8 EXAMS (cont) 63 If I have difficulty understanding exam questions, I use strategies to help me, e.g., underlining key words, breaking the question down into smaller parts. 64 I watch for modifiers in questions, because they can affect the meaning of the questions e.g. "none", "not" "never", some", "always". 65 On essay exams, I make a short outline before beginning to write. 66 I never leave a question blank unless answering it will cause me to lose marks. 67 I know how I can reduce anxiety and stress during an exam. 68 I do an error analysis (study methods, content, and exam process) immediately after each exam or assignment is returned. 69 I use the information I gain from the error analysis to develop new strategies. ORGANIZATION AND TIME MANAGEMENT 70 I have a regular schedule for study, particular times I save for studying and nothing else. 71 I write assignments down as soon as they are assigned so that I don't forget about them and post in a visible spot. e.g. on my bulletin board. 72 I have a clear idea of where my time goes. 73 I have a system for planning each day that includes academic goals such as reviewing notes, doing assigned readings, e.g., making a "to do" list. 74 I prepare weekly and semester schedules to organize assignments and other activities and carry them with me. 75 I know how and when to use time-lines. I use them where appropriate to help me schedule my study time and assignments.

9 9 SELF-ADVOCACY SKILLS 76 I am able to talk about the nature of my disability, e.g., my areas of strength, areas of deficit such as written language, decoding words. 77 I am able to talk about how my learning disability interferes with my learning in each course. 78 I am able to talk about what accommodations I need and why I need them. 79 I work at ensuring my instructors see me as intelligent, motivated, hardworking and responsible, e.g., I connect from time to time, am visible in class. 80 Where appropriate, I make an appointment early each semester with my instructors to discuss my learning needs and how we can work together. DISABILITY SPECIFIC STRATEGIES 81 I meet with my Advisor early each semester to discuss appropriate exam and classroom accommodations. 82 I begin early each semester to refine strategies that have worked for me, and plan new strategies for the specific requirements of the courses. 83 Each semester I carefully and judiciously select my courses and course load to arrive at a manageable work load. 84 I book my tests and exams early in the semester and do not wait for the deadline. 85 If I have more than one final exam on the same day, I arrange early in the semester to move one of these where possible. 86 I find out the format of each exam early, and plan accommodations around that format, e.g., short answer, multiple choice, essay. 87 I know what technology and assistive devices are available at Library Accessibility Services e.g., alternate format textbooks, use of a tape recorder for lectures, adaptive software.

10 10 DISABILITY SPECIFIC STRATEGIES (cont) 88 Where appropriate, I attend workshops and groups run through the CSD to help me understand and cope with my learning disability. 89 I know the CSD procedures for writing tests and exams at the Exam Centre, booking an appointment with my advisor, deadlines for submitting forms, etc. 90 If my disability affects note taking, I have strategies to ensure that I will have accurate and complete notes, e.g., having a note-taker, taping my lectures.

11 11 WORKSHEET Instructions: 1. Within each category, add up your total. 2. Multiply your total by the value provided. 3. Record that number on the chart below. Strategy My total X My score Study Strategies 2.2 Concentration 2.2 Memory 2.5 Learning from Textbooks 1.8 Learning from Lectures 2.0 Essays & Assignments 2.5 Exams 1.4 Organization & Time Management 3.3 Self-Advocacy 4.0 Disability Specific Strategies 2.0

12 12 LEARNING AND COMPLENSTATORY STRATEGIES INVENTORY CHECKLIST for Post-secondary Students with Learning Disabilities SUMMARY SHEET Instructions: Transfer your scores from the Worksheet to the "scores" column below. Graph your results by marking an "X" in the appropriate box. This will allow you to observe visually how you learn. A score of less than 70 in any category suggests an area needing attention and should be discussed with your advisor. Several scores between suggests you are on the right track - congratulations! My score < Study Strategies Concentration Memory Learning from Textbooks Learning from Lectures Essays & Assignments Exams Organization & Time Man Self-Advocacy Skills Disability Specific Strats

13 13 ACTION PLAN Use the information from the Summary Sheet to complete this Action Plan. 1. This semester, I am going to actively work on developed the following areas (pick only 1 or 2) Study Strategies Concentration Memory Learning from Textbooks Learning from Lectures Essays and Assignments Writing Exams Organization and Time Management Self-Advocacy Skills Disability Specific Strategies 2. I am going to do this by..... connecting with my advisor choosing and using a few specific strategies from the inventory other....