Study Skills and Supports for Homework:
• Avoid Distractions
• Note taking skills
• Creating a positive Environment
• Turn off the TV, radio, or other distractions
• Music can help to minimize distractions, however make sure that music is very calming and not alerting
• Quiet room
• Soft lighting
• Table or desk and a good chair
• Flash Cards. A card printed with words or numbers and briefly displayed as part of a learning drill.
• Graphic Organizers. A kind of advance organizer. A graphic organizer displays what the student already knows about the learning topic prior to the lesson, indicates what the student is expected to learn, and captures what the student has learned at the end of the lesson. Examples of graphic organizers include story maps, discussion webs, and relationship charts
• Chapter Outlines. A skeleton of a chapter in a textbook. A chapter outline breaks the content of the chapter into parts and subparts, highlighting important general ideas and details that the student should learn. A chapter outline may serve as a kind of study guide and vice-versa.
• Check Lists. A daily/weekly planner for day-to-day scheduling, and a calendar or monthly planner for long-term scheduling. These tools provide a natural structure for creating “to do” lists, checklists, and scheduling of homework assignments, projects, tests, and papers, and other school-related assignments. Such time management tools need not be purchased; they can also be personally created. In using these tools, however, it is important for the student to use them routinely; that is, the student should use her planner, for example, for all her assignments in all her classes (not just in her English class), and should refer to it daily to monitor work progress, update new assignments, and check off completed assignments.
• Survey. Students can prepare their minds, or warn up for new knowledge by skimming the text, looking at bolded print, titles, and questions at the end of chapters. Survey the information to come by noticing headings, pictures, and charts.
• Question. Students should ask themselves what topics are covered as they read. What are the general ideas? How does this relate to what they already know about the subject? What’s new?
• Read. Students should take note of main ideas. This may be hard, but they should try to imagine the most important point the author is trying to make. This takes practice and can sometimes be easier to do with a partner. Re-read difficult to understand parts. Look up unfamiliar words and jot down their meanings as used in the passage.
• Recite. Without looking at the info, students should try to answer the questions they raised above.
• Review. Students should then check on the accuracy of their answers by going back over the material and focusing on parts they found difficult. Students should review the main ideas, how they relate to each other, and to things they already know.
• Text Highlighting. Some students have difficulty distinguishing important information from non-important information in a textbook or reading material. Underlining or highlighting key points may direct the student to focus on appropriate and pertinent details
• Chants and Songs to help Memorize. Singing as a memory tool has been used for centuries. This is because the most obvious connection between language and music, especially singing, lies in the fact that music can be used to help us remember words.