In this article, we seek to understand the errors that students make. We offer a number of cautionary notes for creating activities for the acquisition of this mathematical concept. The errors explored in this article come out of research involving students between the ages of 9 years and 12 years, at the moment when they displayed reactions of avoidance, worry or anxiety (DeBlois and Bélanger, 2016, DeBlois, 2014).
For today’s students to participate in tomorrow’s decision-making, it is imperative that they possess the skills to be mobile and adept at reading, writing, and oral communication in science (Krajick & Sutherland, 2010; Pearson et al., 2010). Even though only some students will pursue careers in science, all will engage in reading about science during their lifetime. So, all students need to ‘read to learn’ in science!
by Michael Fairbrother and Dr. Jessica Whitley What Is Self-regulation? Self-regulated learning is a process that assists students in managing their thoughts, behaviours, and emotions in order to successfully navigate their learning experiences (Zumbrunn, Tadlock, & Roberts, 2011). According to Canadian researcher, Shanker (2012), “self-regulation refers to a child’s ability to deal with stressors effectively and efficiently and then return to a baseline [...]
Supporting the learning needs of students with learning disabilities requires more than a passing understanding of memory and the architecture of the mind. By exploring Baddeley and Hitch’s (1974) model of working memory, Jeffrey MacCormack and Ian Matheson will explain how information is processed and coded through memory systems and then later retrieved from the long-term memory.
By Jeffrey MacCormack and Ian Matheson Two trains depart simultaneously from cities 120 kilometres apart. The first train is travelling at 40 kilometres per hour and the second train is traveling at 60 kilometres per hour. How many minutes until they collide? If you have had to answer a word problem like this one, you [...]
This interactive webinar assisted participants in understanding the relationship between stress and coping strategies in adolescents with learning disabilities (LDs). In order to become familiar with these concepts, a framework on stress and coping strategies was first be presented. Then, the presenter discussed how the framework applies to stress and coping strategies for adolescents with LDs. The webinar concluded with an activity using case studies to help educators identify practical and effective interventions for students with LDs who are experiencing stress and who require functional coping strategies.
This two-part video introduces an innovative, evidence-based mindfulness training program as a means of addressing self-regulation challenges in students with learning disabilities (LDs). Part I presents the Integra Mindfulness Martial Arts (MMA) program, an evidence-based intervention to support the mental health and well-being of students with LDs. Part II illustrates how educators in the Trillium Lakelands District School Board (TLDSB) are implementing this best practice into the school system. The Integra MMA program has been integrated into the Learning Strategies course within the secondary school system, with plans for expansion to the elementary level.
This two-part video introduces an innovative, evidence-based mindfulness training program as a means of addressing self-regulation challenges in students with learning disabilities (LDs). Part I presents the Integra Mindfulness Martial Arts (MMA) program, an evidence-based intervention to support the mental health and well-being of students with LDs. Part II illustrates how educators in the Trillium Lakelands District School Board (TLDSB) are implementing this best practice into the school system. The Integra MMA program has been integrated into the Learning Strategies course within the secondary school system, with plans for expansion to the elementary level.
By Véronique Parent, Anne Rodrigue, Carole Boudreau, Julie Myre-Bisaillon, Annick Tremblay-Bouchard Several studies on high school students have examined strategies for improving reading comprehension. High school students are often required to learn course material by reading on their own and, in most cases, this material is in the form of expository texts. Students with learning [...]
There are a number of valuable resources for teaching children with reading problems and reading LDs. The following evidence-based intervention strategies were developed based on a number of important resources. Several of these intervention strategies recognize the National Reading Panel (2000) findings that effective reading instruction addresses alphabetics, fluency, and comprehenison.
