teacher may highlight and/or restate main idea

student may highlight and/or restate main idea

teacher may show student how subordinate details support and overall idea

teacher may use concrete examples (e.g., manipulatives, diagrams, key illustrations role play) to illustrate abstract ideas

student may use concrete examples (e.g., manipulatives, diagrams, key illustrations role play) to illustrate abstract ideas

student may be encouraged to read (e.g., teachers may assign outside class reading as extra credit)

parents may provide enrichment activities (museums, etc.)

student may employ mnemonic strategies to remember information

teacher may assist student in acquiring background knowledge prerequisite for new learning (e.g., terms, historical context)

teacher may present new concepts and information within a meaningful context

teacher may help student to activate background knowledge

teacher may help student to use resources to identify his/her learning style (e.g., advisor, parents, group discussions)

advisor may help student to use resources to identify his/her learning style (e.g., advisor, parents, group discussions)

teacher may help student to identify and employ the appropriate learning strategy to use for a given assignment

advisor may help student to identify and employ the appropriate learning strategy to use for a given assignment

teacher may help student to identify his/her learning weaknesses and how he/she compensates for them

advisor may help student to identify his/her learning weaknesses and how he/she compensates for them

teacher may help student to identify accommodations and support services that he/she may need in college and/or the workplace

advisor may help student to identify accommodations and support services that he/she may need in college and/or the workplace

teacher may coach student to ask his/her teachers for modified testing arrangements by stated deadline

advisor may coach student to ask his/her teachers for modified testing arrangements by stated deadline

teacher may devise role plays where student must discuss learning style

advisor may devise role plays where student must discuss learning style

teacher may model and instruct the student how to approach a problem from a different angle

teacher may list specific steps for solving problems & completing assignments

teacher may encourage student to provide/identify the main idea first, then the supporting details

student may use a structured format to record subordinate details

teacher may approach a task by first examining the whole unit, and later its component parts

student may approach a task by first examining the whole unit, and later its component parts

student may have the option of expressing understanding in essay format rather than in an objective format

teacher may give student hands-on projects

student may engage in role play to act out a process or concept

teacher may give student concrete illustrations for abstract material

teacher may draw upon this background knowledge to enhance class discussion

student may draw upon this background knowledge to enhance class discussion

teacher may explore applications of academic skills to "real life" situations

student may explore applications of academic skills to "real life" situations

student may use background knowledge to focus and organize new material

teacher may present key facts and concepts w/in a meaningful context

teacher may encourage student to create meaningful contexts when studying facts and concepts

teacher may use real life illustrations when explaining concepts

teacher may help student to access his/her background knowledge of facts and concepts

student may use this ability when confronting a new and difficult task

student may assist a peer who experiences difficulty in this area

student may identify and employ the appropriate learning strategy to use for a given assignment

student may identify his/her learning weaknesses and how he/she compensates for them

student may identify accommodations and support services that he/she may need in college and/or the workplace

student may ask his/her teachers for modified testing arrangements by stated deadline

teacher may encourage student to use problem-solving ability in the classroom and in extracurricular activities

teacher may elicit the studentÕs assistance in novel approaches to problem-solving (e.g. math and science applications, interpretation of literature & history)

teacher may use an inductive approach with student