Learn from Home
This Resource is:
Practical Strategies for Students and Parents at Home
› Help your child with organizational skills, and divide assignments into manageable chunks with them.
› Use language that models time management (i.e. for 10 minutes this, then…)
› Implement the use of a timer on a device or stopwatch.
› Assist the child with preparing for tasks; ask ‘What do you need to be able to do this?’
› Use a tracking sheet, graphic organizer.
› Break up tasks into workable and obtainable steps.
› Use of checklists and frequent breaks included
› Use graph paper to organize mathematics
› Allow for a set number to be completed and then do some more.
› May need accommodated work load (reduced number of questions to demonstrate competency).
› Ensure your child has heard you and you have his/her attention before giving directions.
› Rephrase and repeat information. Allow time for processing. Give one instruction at a time.
› Use a multi-sensory approach with both visual and oral instructions.
› Check for understanding by having the student repeat the directions.
› Coach how to decide the most important to the least (i.e. what’s the first thing you should do, and so on)
› Provide a model or demonstrate how to do this skill first, then try together
› Reduce the number of expectations at a time, decrease assignment length (chunking), and encourage quality not quantity.
› Increase the frequency of positive reinforcements (i.e. notice something your child is doing well and praise him/her for their efforts).
› Break assignment to manageable sections with specific checkpoints (i.e. younger students benefit from visual cues such as a stop sign to signal a check in or break)
› Encourage your child to have a ‘study buddy’ or peer to check in with and review work (pair sharing)
› Provide printed notes and guides for assignments. Use visual checklists (navigating too many documents online can be overwhelming, try a variation of printed and e-text)
› Focus on what your child CAN do when feeling stuck (i.e. what do you know about this topic or assignment, make a list of ideas/keywords)
› Use manipulatives, models, taped books, graphics to enhance memory.
› Teach memory techniques as a study strategy (mnemonics, visualizations, oral rehearsal, and numerous repetitions).
› Use technical aids such as a calculator, computer or tape recorder.
› Allow time for processing and memory retrieval – don’t underestimate the power of ‘Think Time’
› Coach or model highlighting main ideas or key points of instruction/reading material.
› Demonstrate outlining, main-idea/ details concept (use set limits such as – identify 3 big ideas – reduce or increase as needed)
› Access materials in various ways; online text, printed text, audio.
› Read notes/part of texts with your child and emphasize key words. Show how to collect important information using lists, mind maps, T charts etc.
› Reduce external stimuli. Keep visual distractions limited or out of sight.
› Cue your child before giving directions (i.e. let’s talk about your assignment, point to step one)
› Ask your child to repeat instructions to confirm comprehension.
› Develop a consistent work space, cueing the child’s focus when in the identified quiet space (when not available, try the use of headphones)
› Fidget tools and movement breaks may help your child stay in a working place and finish tasks
› Where possible, allow for a scribe (have your child write a sentence, and then write two for them).
› Integrate assistive technology i.e. speech to text, typing.
› Have your child record their oral ideas on a device before writing.
› Model organizational skills. Show your child how to plan and put work to paper (i.e. divide paper into beginning, middle, end, or fold in half, draw a mind map etc.)
› Avoid criticizing your child for mixing cursive with printing. Praise any output and for their effort.
› Encourage proof-reading or self-checking work. Try having your child read completed work aloud to you.
› Highlight commonly misspelled words, practice them together.
› Give advance warning when a transition is going to take place.
› Aim for consistency, as transitions may need to be repeated many times before they become routine for some learners.
› Try implementing a visual schedule similar to the one used at school, posted in the house.
› Help your child work in frequent movement opportunities throughout their day.
› Alternate between working seated and standing, depending on task.
› Try using “first, then…” so your child knows what’s to come and can anticipate a break.
› Encourage frequent screen breaks (stretching, going for a walk, reading a book, etc.) – you can use the timer to support this
› Screen Time iPad/Mac (we are currently working on getting Screen Time available for the Mac) is a resource to help coach use of apps, management of time, and appropriate use of the device.
› For more specific control, Guided Access (available on the iPad) can
› Schedule a weekly talk about the Empowered Use Policy (www.connectcharter.ca/eup) and highlight examples of “Empowered use”)