Ask: What’s my child’s learning style?

We teach our children the way we were taught or how we learned as students. We might wonder if there is something wrong if our children learn differently. Observe your child’s natural way of learning, use online learning style inventories, and become your child’s learning style detective.

When should homework be done?

Some children need to start homework while they are still in school mode. Is your child the type of student that walks in the door from school and immediately sits down to do his homework? Or, does she need to decompress from the school day and play, physically, before tackling more schoolwork? Some children re-energize with a much needed break and snack after school. Physical activity oxygenates the brain and supports learning.

Together with your child, come to an agreement about when homework will be tackled. For example, you and your child might agree to 45 minutes of play time and a snack right after school. Set a timer. When the time is up, it is time to do homework. In essence you are creating a schedule and a routine with your child’s input that will help make homework go more smoothly.

Where should homework be done?

Where is your child best able to focus and learn? Does he like to sit at a table, lay down and sprawl out on the floor, or stand at the kitchen counter to do homework? My daughter sat at a table while my son preferred to sit with his back on the seat and his feet on the back of the chair!. As adults, we know what type of environment best enables us to complete tasks. I, personally, focus better at a standing station. Help your children figure out what works best for them.

Does homework require perfect silence?

Some of us need quiet to read. Others prefer to have some “white noise” in the background to help our focus. Research points to Mozart and Baroque as supporting the learning process. The key is figuring out whether the background noise is supporting success or causing distraction. TV for example, typically creates distraction.

Homework strategies that reduce tears.

The internet library has revolutionized teaching and learning. Students have so many more tools and resources available to help them understand the information presented in class as well as in their homework. They can use flashcards – paper or digital, mind mapping, audio books, and speech-to-text or text-to-speech software to read, study, and complete assignments. Find and use strategies that support your child’s learning preference.

Does it have to be the way the teacher assigns it?

I’ve negotiated with my child and with the teacher. If I know that the homework assigned is not in sync with how my child learns, I’m going to adapt it. Rather than have him write the vocabulary words three times each, I had my son write them twice on paper, per teacher requirements, and once on a color- coded, picture enhanced flash card. Because many youth learn words by their shape, I’d also have him border the words in the shape of the word.

Tap into your child’s learning style and adapt homework in a way that it will provide the best opportunity for success. Stick to what the teacher is expecting of them, but supplement the assignment so your child gets the most out of the experience.

Homework has benefits

Homework is an opportunity for children to bring what they learned in school that day back into their working memory. When approached as a collaboration, it can promote communication and problem solving. In the best of circumstances, it provides families with a positive way to be involved in their children’s education. Parent involvement is a key factor in children’s school success.

For more information about study strategies for your student, see Susan Fitzell’s book, Please Help Me With My Homework. Available in both print and electronic versions!

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Susan’s note: Some teachers struggle to effectively use technology in the classroom. During a program I did in Columbus, OH, I met Amanda. She told me about how she uses Google Images to support vocabulary. Amanda was kind enough to outline her strategies so that I could share them here.

Every one of these ideas could be used in any subject area and there are a number of ways you might apply these strategies in your classroom. Please comment below and add your ideas to this list!

1. Continuum of meaning – Have student search a word with degrees of meaning, such as “anger.” Then have them pick five images and order them (from least to most angry), then compare their images with their peers.

2. Continuum of meaning, antonyms – Just like #1, but use antonyms like “hot” and “cold.”

3. Continuum of personal application, close to their lives / far from their lives. For example, use the word “regal.” Students might find an image to represent their cat and and image of Princess Diana to illustrate both ends of the spectrum.

4. Have students make a personal image “glossary” of content vocabulary using google images instead of verbal linguistic definitions.

5. Play “Memory” of words for visual representation. Keep words, definitions, and visual representations of words visible so NO ONE guesses!

6. Play a match game of words and definitions to visual pictures that the teacher finds. This can be used as formative assessment.

7. Post a current events type Google Image. Challenge students to make a link from a vocabulary word to the image, and defend it. Class votes on funniest, best, most meaningful, etc. for prizes or points.

8. Post a word and its meaning. Kids find example and non-example images, and explain why each image fits, or not.

9. Post an image and ask students to find and explain the “most interesting” (or any other qualifier) word to describe that image.

Kids love to use technology and they have fun with these activities!

Amanda McNinch
Struthers City Schools

For more information about using technology to strengthen instruction, see Susan Fitzell’s book, Using iPads and Other Cutting Edge Technology to Strengthen Your Instruction.

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“I’m bored mom!” When I was little, I never wanted to say the word bored because mom would figure out something for me to do and it didn’t involve the toy box or the board games in the family room. I said it anyway and for a while, in elementary school, I was bored at school. Turns out, I needed to be challenged in a different way. Pictures and mind-maps turned out to be my saving grace.

Kiddos sometimes say they are bored at school. But let’s face it; school is not going to always be engaging. Like life, there are things in schools that they simply have to do. Period.

But how do we tell if they are REALLY bored? The kind of bored that makes them turn away from education. The kind of bored that makes them not care about their grades. The kind of bored that tells you, as the parent, that school is just not fun anymore.

Watch how they approach homework. One of the single best ways to recognize if your child is bored at school is by how they approach their homework. This is not to say we expect them to come bouncing in the door after school, forgoing a snack and play time, joyfully opening up their backpack and their homework folder.  If that’s your kid, that’s pretty darn amazing and I have one question for you… can I borrow him or her for a few days? Whatever it is that they have, I need it to rub off on some kiddos I know.
 
We can tell a lot from their homework engagement level and there are simple ways we can teach our children to love to learn. Here are three signs your tell that your child might be bored at school by watching how they approach their homework:

• They rush through it
• They show visible and often times vocal frustration
• They don’t seem to care

Now go watch them play: If that’s your child, go watch them play. Seriously. By watching them play, we can visibly recognize their unique learning style and structure homework, and learning, in a way that they will begin to love to learn. Most children (adults as well) fall into one of four learning styles or a combination of two. One way I use to demonstrate this is by a quick example of four children playing in a sandbox.

Sally is in the middle of the sandbox, up to her elbows in sand. She is our Implementor or ‘demonstrator’ child. Sally has to be hands-on. She is the child deconstructing the new toaster you just bought. She needs to learn in a three-dimensional way. If doing math homework, use marshmallows and pretzel sticks to make shapes and geometry come alive. Homework and schoolwork needs to be more than numbers or words on a page for her.

Johnny is holding court, gesturing to all his friends. He has a big idea for the best sand castle ever made and he can’t wait to tell everyone all about it. Johnny is our Quick Start or ‘idea’ child. This child is a visionary and likes to do things his own way. To help this child love to learn, let them put their spin on learning assignments. For example, let them dress up or act out a book report. Homework and schoolwork needs to allow him to be creative and expressive.

Looking closely at Megan, we notice that she has the sand castle building tools organized around her as she sits in the sandbox. Left to right, everything is organized in a pattern. Megan is a Follow Through or ‘process’ child. This is a child who needs to know the plan. She solves problems by organizing and being systematic. For Megan, let her make an agenda of homework to be completed and check it off as it is completed. Homework and schoolwork needs allow her to know the steps and the expectations before beginning the assignment.
 
Billy is sitting on the edge of the sandbox asking a million questions. He is our Fact Finder or ‘why’ child. This thinking child solves problems by gathering information. He doesn’t like to begin a learning assignment until he has all the information he needs. For this child, turn learning into a fact-finding mission. Instead of giving him the answer, ask what the question is to the answer. Homework and schoolwork needs to allow him to explore the answers and provide him with the details he craves.
 
Schoolwork, just like homework, can be structured to meet a child’s unique learning style. The good news is, it does not take a lot of adjustment. Meet with your child’s teacher and have a discussion about what you have observed through their play and homework. Together, small changes can be made in the classroom to make learning more engaging for your child.

If you have a child that is struggling with homework, send me an email at zebecs.com.

Lisa Baker-King
Author, Consultant & Business Expert
Connecting Families – Celebrating Children – Changing Companies
 
Lisa Baker-King is a nationally recognized and televised author, consultant and coach who is creating a movement to break the rules and celebrate what is RIGHT about us. She is passionate about helping families; organizations and small business owners find and pursue their passions with purpose. With over 20 years coaching small business owners, families, educators and children; Lisa is a certified coach, specializing in KolbeTM. Kolbe is the science of human actions, reactions and interactions. It’s the instincts that drive individual and group behaviors, personally and professionally.

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Back in the day, when I taught pre-school; I was full of that new teacher, bright eyed and bushy tailed, optimism. “Silly rabbits, tricks are for kids,” said the slightly scary rabbit that ate my favorite sugar cereal.

I was ready to take on the world, or at least the playground. WOW did I learn a lot during those precious years.

I found myself, at the end of the day, covered in all matter of ‘stuff’ ranging from finger paint to left over mac-and-cheese and something I often couldn’t even identify. I would gather all the angels on the reading mat, place myself in front of my captive (ya-right…) audience, and get ready to catapult their little imaginations into that special world created by a book. After all, I reasoned, if I’m tired at the end of the day, so are they.

My disillusioned imagination saw this group of tame and reverent children enraptured by my every word. Not a sound would be made except for the cadence of my voice. When the parents came to pick up their little monkeys they would be so impressed by the idyllic sight that would meet their eyes.

REALITY CHECK… if you have ever read to even one child, let alone multiple children, you already have an idea of what really happened. No need to elaborate.

Through experience, and the many great teachers and parents who came to my rescue; I quickly learned some great tricks and ideas useful in teaching reading and sharing with children a love of reading.

Tips for getting wiggle rumps engaged in reading:

1. Let them pick out the book: If there is more than one child, pick two books and make a game out of the process of choosing. Whoever claps the loudest for a book gets to choose. The next time we read together, we will read the second book.

2. Throw out the rulebook: Who says you have to start at the beginning and read to the end? Try starting at the end and have the children make up the rest of the story.

3. My letter: This is great, especially for the young readers. Take the first initial of their first name and have them look for their ‘letter’ as you are reading.

4. Be silly: If the character in the book is a fish, have the children mimic swimming or a fish face. If a character is running, have the kids get up and run in circle a few times. Create unique voices for each character.

5. Read together: Ask them, “Who wants to be this character?” Have each child be a character. This works great when reading to different age groups.

About the author:

Lisa Baker-King is a nationally recognized and televised family author and relationship expert who is creating a movement to connect families and celebrate children. She is passionate about helping children to find their voice while giving parents and adults the tools they need to recognize what is right about them so they can break free and be who they were meant to be.

Join the Journey at www.zebecs.com

Goodreads Book Giveaway

The Zealous Zebecs from the Midnight Ocean’s Zenith

by Lisa Baker-King

Giveaway ends June 15, 2015.

See the giveaway details
at Goodreads.

Enter to Win

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Over 20 years ago, when I first began working and consulting nationally with teachers to implement brain-based, best practice teaching strategies in classrooms, the terms we used were much different than those we use today. We’ve gone from “Learning Styles” and “Multiple Intelligences” to “Differentiated Instruction.” We now have brain-based research to back up much of the strategies some of us have used for decades. We’ve seen and heard the terms, “Brain-Based Learning” or “Whole Brain Learning.” Now we are hearing and seeing terms like “Neuro-diversity.” We’ve gone from “Mainstreaming” to “Inclusion.” Then there’s “Response To Intervention” and, in at least one state in the union,  special education teachers have been re-designated as “Intervention Specialists.” Today, we are hearing  much about “Universal Design for Learning” and we now have the massive research analysis by Dr. John Hattie referenced in “Visible Learning.”

The Shocking Truth

At the heart of all these theories, ideas, and different classifications, regardless of the labels, what we’re really talking about is adjusting our teaching to respect the way our students learn. It’s about employing strategies that reach students, that have been proven to work through research and resulting data analysis, and then using that information to teach so that all students can achieve to their highest potential. Ultimately, it is about applying what I like to refer to as Really Terrific Instruction (See what I did there?).

Honor Your Students’ Learning Preferences (And make your teaching even more amazing!)

To honor all the changes that we’ve seen over the years, I’m highlighting five of my “12 Ways” articles that offer timeless strategies on how to teach  all students, no matter what labels you, your school, or your state are currently using. Even though the language changes, and the framework in which they are presented may be “upgraded”  and “fine tuned,” these are practical, no-nonsense, research-based strategies that help show us how to teach all students.

• 12 Surefire Ways to Remember Vocabulary

• 12 Ways to Help ESL and ELL Students

• 12 Do-Able Homework Assignments for All Students

• A Dozen Ways to Support Learning Styles

• A Dozen Surefire Ways to Boost Memory in the Diverse Classroom

Bring Susan to your campus!

Featured seminar
Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

For Thousands Of Tips To Teach… So Your Students Are Top Performers Get this Book Now!   Gain more knowledge on differentiation strategies to reach ALL learners Get Susan Fitzell’s book Now. Don’t waste any time Special Needs in the General Classroom, Strategies That Make It Work. Available in both print and electronic versions! Want quality professional development you can afford? Save time with this popular PD option: A Professional Development Kit, for all teachers, with a Graduate Credit Option! Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

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I’m an organizing nut. My favorite store is not a clothing store, or a shoe store. My favorite store is the Container Store. And, I LOVE novel ways to repurpose items to create practical and inexpensive organizers for the home or classroom.

So imagine my excitement when I saw this article. I couldn’t wait to share it with you! This article shares many new ideas that I’ve not seen anywhere before. Check it out! These are great.

Yes, this article talks about ideas for Elementary, but I can see a TON of ways to use these ideas in any classroom, so don’t let the title define your perceptions.

29 Clever Organization Hacks For Elementary School Teachers

Combat the chaos of the classroom with these inspiring organization tips.

These Organization Ideas for Teachers are fabulous! How might you employ some of these ideas in your classroom? Or, better yet, what great ideas do you already use that you can share? Tell us in the comments!

Want More?

Check out my article, A Baker’s Dozen Classroom Storage Ideas for even more classroom storage ideas!

OR

For a great way to set up your students’ homework binder, read, Organizing a Homework Binder

Enjoy! And don’t forget to leave your ideas in the comments section, below.

For Thousands Of Tips To Teach… So Your Students Are Top Performers Get this Book Now! Gain more knowledge on differentiation strategies to reach ALL learners Get Susan Fitzell’s book Now. Don’t waste any time Special Needs in the General Classroom, Strategies That Make It Work. Available in both print and electronic versions! Want quality professional development you can afford? Save time with this popular PD option: A Professional Development Kit, for all teachers, with a Graduate Credit Option! Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

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Webmath is a math-help web site that generates answers to specific math questions and problems, as entered by a user, at any particular moment. The math answers are generated and displayed real-time, at the moment a web user types in their math problem and clicks “solve.” In addition to the answers, Webmath also shows the student how to arrive at the answer.

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Most students, parents, and teachers know a lot about managing their time to include homework, studying, and other activities, but many overlook the importance of also learning test-taking time management skills.

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Click on the picture to get this poster for YOUR school! ACHIEVE SUCCESS for your students with this VISUAL REMINDER

Many students do not think much about how to budget their time on a test and just jump right in.  However, in order to do their best on tests, they must learn how to think about how much time they have and how to budget that time when testing.

Test taking time management strategies for student success:

1. Have them count the number of multiple choice questions and calculate how much time they have for each question.
2. When there are essay questions too, have students set aside time for the essay(s) and then calculate their time per question for the rest of the test.
3. On a multiple choice-type test, teach them to answer the easy questions (the ones they know) first.
4. Tell students to cross out obviously incorrect responses to minimize the distractions such responses offer.  This will save them even more time.
5. Then, after they’ve answered all they know, THEN, answer the difficult ones next (and skip the ones they don’t know at all).
6. After they’ve done their best on all the questions they think they could answer, then quickly guess the rest (as long as it won’t count against them). It’s best to pick one letter and guess with the same letter throughout the test. It statistically improves the chances of guessing more right. Remember, “When in doubt, pick C!” It doesn’t have to be C. It just has to be the same letter every time.
7. In general, students should answer multiple choice questions FIRST and then focus on essay questions LAST.  There are often clues to other questions in the multiple choice parts of a test.

How Often Do You Find Yourself Saying: “I Wish I Knew How To Ace A Multiple Choice Test”

Watch this video to reinforce these steps!

For more information about study strategies for your student, see Susan Fitzell’s book, Please Help Me With My Homework. Available in both print and electronic versions!

Would you like to reprint this article, or an article like it, in your newsletter or journal?
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Homework is controversial. There’s research that says it’s not beneficial. There’s research that indicates that it increases achievement. Which is it? Because I know that I need to do some “homework” no matter whether it’s school work or practicing my Kung Fu, I believe there is value on what I call “do-able” homework. The goal of homework is to take something learned earlier in the day and bring it back into working memory before bedtime. Research shows that practice increases recall the next day. It’s not about quantity, or the amount of time spent on the homework. Rather, it’s about forcing your brain to remember what was learned several hours ago and thereby building those neural connections.

As parents, we can use homework strategies to adapt assignments to our child’s learning preferences so that they retain what they learned in school earlier in the day. How? Here is a list of seven strategies that you can use at home to help your child increase their academic performance and make the homework experience more enjoyable, rewarding, and productive.

How to remember the sequence of events

1. To help your child remember the sequence of events in a story or history lesson, have them create a cognitive map with words and pictures. Using visual images to represent facts or a series of events helps to enhance recall and learning. By using colored pencils, crayons, or even colored fonts on a computer, your child can create a step-by-step map of the story – complete with descriptions of events and drawings or clip art to help them remember what happened, in sequence.
2. Another way to help your child remember a sequence of events in a story or history lesson is to have them create a sequence chart. Think of this as a time line or story line that shows events drawn out and written in chronological order. Although this can be done on any type of paper, long adding machine tape works well. Don’t forget to use color and visuals to increase memory.

How to Study Vocabulary Words

3. Increase vocabulary retention by creating visual flash cards. This strategy uses visual images to enhance recall and learning. Have your child write their vocabulary word on an index card and then place a border around it. The border will help them memorize what the word looks like. Then have them draw, print from the internet, or cut out from magazines pictures that help define the word. Attach the visual to the front of the card. On the back of the index card, have your child write the definition and a silly sentence using the word to help them remember the definition.

Foldable Note-Taking

4. Create a “fold-able.” A fold-able is a small book made out of folded pieces of paper that can become a study guide for various things. For example, your child can make a fold-able for a series of vocabulary words, historical figures, or even the cell cycle. Each page of the mini book would display, through words and drawings or pictures, one vocabulary word, a historic figure and related fact, a stage in the cycle of a cell, etc. http://foldables.wikispaces.com/

Have your Child Teach You!

5. It has been shown that we learn and retain the most when we teach someone else – so be your child’s student! Divide up their vocabulary list into manageable chunks (start with two to three words per night), then have them learn to finger spell or sign the words on their list and teach them to you.

Mnemonic Strategies

6. Increase their ability to remember by teaching your child to use various memory devices such as mnemonics, associations, rhyming, chunking, acronyms, and acrostics. These devices help us to remember the order of things as well as facts and concepts. What works for one child may not work for another, so test each device and see what works best. Some examples:

A mnemonic: I Am A Person – The four oceans (Indian, Arctic, Atlantic, Pacific),

An acrostic: Mallory Valerie Emily Meetzahs Just Served Us Nachos – The order of the planets (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune).

A rhyme: 30 days has September; April, June, and November.

Famous Figure Wanted Poster

7. A fun way to help your child remember facts and concepts about famous figures is to have them create “wanted posters.” Have your child either use the computer or hand draw a wanted sign, complete with a picture of the famous figure. Then have them write the name of the person, their date of birth, and a list the “crimes” (facts) the person is “wanted” (famous) for – these will be facts about the person’s life and accomplishments. For example, Susan B. Anthony would be wanted for helping women gain equal rights.
http://mrslampkinsandmrsshawsclass.blogspot.com/2012/09/wanted-dead-or-alive.html

Remember, no one strategy will work for every child. Talk to your child and give them some options. Help them choose strategies that they are comfortable with and that they think will help them to retain the most information.

Have you, or your student, used any of these homework strategies? If so, how did they work for you? Have you adapted any of these homework strategies to make them your own? Tell us about that.

For more information about study strategies for your student, see Susan Fitzell’s book, Please Help Me With My Homework. Available in both print and electronic versions!

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CLICK HERE to visit the articles page.

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