Helping your students improve their study skills
Sponsored Links
This presentation is the property of its rightful owner.
1 / 80


  • Uploaded on
  • Presentation posted in: General

HELPING YOUR STUDENTS IMPROVE THEIR STUDY SKILLS. Workshop for Voc-Ed Teachers of the Nine English Boards Prepared by Patti L Moore, Coordinator: Quebec Literacy Working Group. Adult Literacy in Quebec A Few Statistics. Adult Literacy: Some Statistics.

Download Presentation


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Workshop for Voc-Ed Teachers

of the Nine English Boards

Prepared by Patti L Moore, Coordinator: Quebec Literacy Working Group

Adult Literacy in Quebec

A Few Statistics

Adult Literacy: Some Statistics

The 2003 Adult Literacy and Life Skills (ALL) Survey identifies 5 levels of prose literacy:

  • LEVEL 1:adults have few decoding skills

  • LEVEL 2:adults’ skills are limited to simple printed material

  • LEVEL 3:adults are average readers

  • LEVELS 4 and 5: adults have strong literacy skills

Minimum Level Required

  • Level 3 is considered the minimum requirement for participating in the knowledge-based economy and society

How do Quebecers Measure up?

  • An estimated one million Quebecers – that’s one in five people – are at level 1

  • 1.7 million Quebecers are at level 2

How do Quebecers Measure up?

  • Adult Quebecers at levels 1, 2 and even 3 could have significant difficulties with much of the written information and many of the new technologies that they encounter at work and in everyday situations

One Challenge

  • The number of adults attending literacy classes in Quebec is far smaller than the number of adults who actually need these services

Why Aren’t They Coming?

  • Job conflicts

  • Costly transportation

  • Time inconvenient

  • Program cancelled

  • Employment insurance disallows attendance

Level 1


21% are immigrants

52% are men; 48% are women

54% are employed

14.5% are unemployed

54% do not have a high-school diploma

29% completed high school

18% completed post-secondary studies

73% francophone; 20% other; no information for anglophones

Level 2

1.7 million

9.6% are immigrants

52% are men; 48% are women

70% are employed

6.3 are unemployed

26% do not have a high-school diploma

37% completed high school

37% completed post-secondary studies

85% francophone; 5.5% anglophone; 8.7% other

Main Characteristics of People at Levels 1 and 2

What Literacy Means

for the Workforce

What Literacy Means for the Workforce

  • Low literacy has a significant impact on the economy

  • 60% of the unemployed lack the basic skills necessary to be trained for high tech jobs

What Literacy Means for the Workforce

  • Business losses attributed to basic skill deficiencies run into millions of dollars because of low productivity, errors and accidents

  • A new study indicates companies that invest in literacy training see a 400% - 1000% return on their investment

What Literacy Means for the Workforce

  • Some sectors require above-average skills

  • 84% of registered nurses fall short of the required level 5 reading level

  • Can our FP students keep up with the reading demands of their chosen profession?

Your Learning Style

Knowing how your students learn can make you a more effective teacher

Your Learning Style

  • Each person is born with their own learning style

  • This is the way our brain works best to learn new information

There are three main learning styles:

Visual Learners

Auditory Learners

Kinaesthetic and Tactile Learners

  • Some people are highly visual; others are highly auditory and some are highly kinaesthetic-tactile learners.

  • Some have a preference for all three

Your Learning Style

  • People learn in different ways

  • There is no ‘right’ or ‘wrong’ way to learn.

  • We learn best when we are taught according to our learning style

  • Parents and teachers tend to teach using their preferred learning style

Visual Learners often…

  • Remember visual details

  • Prefer to see what they are learning

  • Like to write down instructions and directions

  • Doodle while listening


Tips for the Visual Learner

  • Visual learners often have trouble following lectures or verbal instructions. They should be encouraged to:

    • Ask the teacher to write down instructions

    • Take down notes or read other books on the subject (they should always have a pen and paper handy!)

    • Use highlighter pens to colour-code their notes

Tips for the Visual Learner

  • Use flash cards

  • Use post-it notes and reminders

  • Write out key sentences and information

  • Study in a quiet room


Auditory Learners often…

  • Recall information after hearing it a few times

  • Repeat things that they want to remember

  • Learn well with discussions and oral explanations

  • Remember by saying things out loud


Tips for the Auditory Learner

  • Auditory learners often have trouble with written instructions. They should be encouraged to:

    • Ask the teacher to give instructions out loud

    • Read written instructions out loud to themselves (repeating if necessary)

    • Talk about things that they are learning

    • Practice for tests out loud

Tips for the Auditory Learner

  • Study with a classmate

  • Work in a room where you can talk out loud without bothering family members

  • Put a problem in their own words

  • Tape record lectures (set counter at zero; note on the counter at what point you need to go back and hear something again)


Kinaesthetic-Tactile Learners Often…

  • Recall words after writing or typing them a few times

  • Tend to talk with their hands

  • Learn best by doing

  • Will remember who did what rather than who said what

Tips for the Kinaesthetic and Tactile Learner

  • Kinaesthetic and Tactile learners prefer activities. They should be encouraged to:

    • Ask the teacher to demonstrate or let them touch things in order to learn about them

    • Do whatever is being talked about or learned

    • Move around while listening or talking (at least at home)

Tips for the Kinaesthetic and Tactile Learner

  • Sit near the front of the class where they are less distracted by their environment

  • Take notes during class; copy key points

  • Use highlighter pens; flashcards

  • Make a model; something they can put their hands on

  • Use a computer (reinforces learning through a sense of touch)


Questionnaire: What is Your Learning Style?

  • Auditory?

  • Visual?

  • Kinaesthetic or Tactile?

Your Learning Style

  • While most adults have a preferred learning style, teachers can encourage them to use other learning styles as well

  • The more senses we use to learn, the better!

  • A good rule of thumb: students should use their preferred style for learning essential information, and other styles for learning things that are less important

Multiple Intelligences and Learning

“It is not how smart you are that matters, what really matters is how you are smart.”

Howard Gardner

Multiple Intelligences

  • Intelligence is not fixed at birth

  • We can strengthen our intelligences

  • Howard Gardner (1983) identifies seven categories of intelligence

  • We can use our intelligences to learn better

Multiple Intelligences and Learning

  • The theory of multiple intelligences is all about an awareness of what we are naturally good at and an acknowledgement of what we may have to work harder to achieve

Spatial/ Visual Intelligence

  • Picture Smart: thinks in images and pictures

  • Likes recording events with a camera or a camcorder

  • Is fascinated by machines and contraptions

  • Has an appreciation for the arts

  • Reads maps well and has a good sense of direction

  • Can visualise how things would look

  • In school liked art, geometry

  • Inventors, architects, engineers, mechanics

Tips for improving spatial/visual intelligence:

  • Daydream!

  • Do jigsaw puzzles and mazes

  • Draw, paint, sculpt

  • Build 3-D models

  • Take pictures

Linguistic/ Verbal Intelligence

  • Word Smart: thinks in words

  • Reads everything – books, magazines, cereal boxes)

  • Plays with sounds in language (think Dr Suess)

  • Great story-tellers, tall tales and jokes

  • Loves seeing, saying and hearing words

  • Likes to write

  • Refers often to things they have heard or read

  • Uses “dictionary” words

  • Is good at debating

  • Teachers, journalists, writers, lawyers, translators

Tips improving linguistic/verbal intelligence:

  • Play word games

  • Keep a diary

  • Visit the library

  • Tell stories

  • Read books

Intrapersonal Intelligence

  • Self smart :their skill is inner focussing

  • Likes to keep a journal or diary

  • Deep awareness of inner feelings, dreams, ideas

  • Likes to attend workshops and counselling to learn more about themselves

  • Has specific goals (i.e. personal mission statement)

  • Likes private time; likes their own company

  • Recognizes self strengths and weaknesses

  • Self-employed, researchers, theorists, philosophers

Tips for improving intrapersonal intelligence:

  • Take personal time

  • Read biographies

  • Work on a hobby

  • Set long-term goals

  • Analyze personal strengths

    and weaknesses

Musical/ Rhythmic Intelligence

  • Music smart :thinks in sounds, rhythms and patterns

  • Often listens to music or sings, whistles, hums

  • Can play a musical instrument

  • Can often remember a tune after hearing it just a few times

  • Could not imagine life without music

  • Likes to work with music in the background

  • Strong opinion of others’ music

  • Choirs, orchestras, bands, disc jockeys, theatre

Tips for improving musical/rhythmic intelligence:

  • Listen to music

  • Join a choir

  • Play “Name that Tune”

  • Play an instrument

  • Take music lessons

Bodily Kinaesthetic Intelligence

  • Movement smart: processes knowledge through bodily sensation

  • Uses hand gestures to express themselves

  • Has gut feeling about things

  • Great at mimicking your best or worst qualities and mannerisms

  • Thinks best when doing something physical

  • A do-it-yourself type

  • The first person on the dance floor

  • Athletes, dancers, actors, mimes, clowns

Tips for improving bodily kinaesthetic intelligence:

  • Join a drama class

  • Role play (can do this when reading aloud too)

  • Play charades

  • Learn sign language

  • Exercise

  • Learn a martial art

  • Dance

Interpersonal Intelligence

  • People smart: thinks and processes by relating, co-operating and communicating with others

  • Likes team work

  • Mentors others

  • Picks up on feelings and intentions of others

  • Often gets asked for advice

  • An organizer; a leader

  • A good communicator

  • Street smart, has many friends

  • Counsellors, business people, politicians, community organizers

Tips for improving interpersonal intelligence:

  • Hold family meetings

  • Work cooperatively

  • Join a hobby group

  • Discuss ideas

  • Play social games with others

    (Trivial Pursuit, Monopoly)

Logical/ Mathematical Intelligence

  • Logic Smart: thinks conceptually

  • Can do mental calculations; good with numbers

  • Liked math and science in school

  • Easily balances their check book

  • Likes to explore patterns, categories and relationships

  • Problem solves in a step-by-step systematic way

  • Question and wonder about natural and scientific events

  • Scientists, engineers, computer programmer, accountants

Tips for improving logical/ mathematical intelligence:

  • Play chess

  • Identify patterns

  • Analyze problems

  • Experiment

  • Do puzzles and brain teasers

It’s Your Turn…

  • QUIZ!

  • What are your multiple intelligences?

  • Can you think of activities that you could do in the classroom to highlight your students’ strengths or build on their weaknesses?

  • Which medical professions do you think would fall under each category?

Sources for these sections:

  • CLCQ Learning Disabilities Manual

  • “Multiple Intelligences“ by Jim Craigen


Getting Started

Getting Organised

Taking Care of Myself

Some people seem to be born naturally organised; many are not

Organisational skills can be taught

Good study skills start with good organisational skills

Encourage your students to have a plan for:

Their environment

Their learning materials

Their school work

Their study schedule

Being Organised Helps!

Remind Students to Take Care of Themselves….

  • Adult learners are busy! They may have jobs, families and their classes to juggle.

  • It takes a lot of commitment to stay in school as an adult

  • The government expects all school boards to decrease drop-out rates by 2020

  • What can teachers do?

Remind Students to Take Care of Themselves….

  • Encourage students notto take on too much:

    • Keep activities manageable

    • Practice saying ‘no’

  • Can some homework/studying be done in class? After class? Get creative!

Sources for this section:

  • (*)

    (*) Excellent site! Two thumbs up!

Study Skills

Encouraging students to manage their study time

Encouraging students to manage their study time

  • Write in fixed commitments

  • Outline in colour your best learning times

  • Adjust as needed!

Encouraging students to manage their study time

  • Organize a time frame for difficult homework and long-term projects

  • Set a schedule, including both a beginning and an end

  • Numbering assignments can also be useful

Encouraging students to manage their study time

  • Encourage students to review their notes before beginning an assignment

  • Encourage students to call another learner if they are having difficulty

Encouraging students to manage their study time

  • Encourage students to be active!

  • Encourage students to study with a pen or a pencil in their hand

  • Encourage students to underline, highlight or put notes and asterisks in the margins

In class…

  • Encourage students to take notes

  • Encourage students to keep separate notebooks for different subjects

Sources for this section:

  • (*)



  • (****)

    (*) excellent; thumbs up!

Helping Students Improve Their Memory

Short-term and long-term memory

General guidelines for memory improvement

Mnemonic devices

What is Memory?

  • Short-term memory stores information for a few seconds or a few minutes (think phone number/ comparing two prices)

  • It is fragile; like a disc that need to be erased before it gets too full (think TV commercials/ phone numbers/ meals ordered in restaurants, etc.)

What is Memory?

Long-term memory involves the information you want to retain:

  • Personally meaningful (job, test)

  • Made an emotional impression (interpersonal relationships, movies, events, accomplishments)

  • Requires a conscious effort to recall (facts, skills, routines)

General Guidelines for Helping Students Remember

  • Encourage students to pay attention!

  • It takes 8 seconds of intent focus to get information to the appropriate part of the brain

  • Remember though, that ‘paying attention’ varies according to our students’ learning styles

General Guidelines for Helping Students Remember

  • Tailor your teaching to all three learning styles

  • Involve as many senses as possible

General Guidelines for Helping Students Remember

  • Relate information to what your students already know (build on previous knowledge)

  • Encourage students to organise information in their own way (address books, date books, post-its, lists).

  • Use both words and pictures

General Guidelines for Helping Students Remember

  • Encourage students to rehearse frequently and ‘over-learn’

  • Encourage them to review what they learned on the same day and for intervals afterwards

  • Encourage them to go back to their notes frequently: spaced rehearsal is better than cramming

General Guidelines for Helping Students Remember

  • Encourage students to get moving: exercise is good for the body and the brain! Our brain needs oxygen too – if we are gasping for breath; so is our brain…

General Guidelines for Helping Students Remember

  • When teaching, use sentences in which first letter in each word is part of what you want to remember (Never Eat Soggy Waffles)

  • Use acronyms: i.e. HOMES = Great Lakes (Huron, Ontario, Michegan, Erie and Superior)

General Guidelines for Helping Students Remember

  • Encourage students to ‘chunk’ information: great for remembering our SIN, phone numbers, lists, etc.

  • Arrange long lists into smaller units

  • Point out patterns and associations

‘Memory Crutches’ which help improve memory

  • Use rhymes and alliteration (‘i’ before ’e’, except after ‘c’)

  • Thirty days hath September,

    April, June, and November;

    All the rest have thirty-one,

    Excepting February alone, Which hath twenty-eight days clear,

    And twenty-nine in each leap year.

  • Encourage students to share their memory crutches!

General Guidelines for Helping Students Remember

  • Complex material? Focus first on ensuring that students understand basic ideas before focussing on the details

  • Encourage students to explain concepts in their own words

Food for Thought…

  • We retain:

  • 10% of what we read

  • 20% of what we hear

  • 30% of what we see

  • 50% of what we see and hear

  • 70 % of what we say and write

  • 90% of what we say and do 

  • 95% of what we teach…

Sources for this section:

  • (Short-term/long-term; general guidelines)

  •‘Top 10 Ways’)


  •$File/how_good_is_your_memory.pdf (quiz)

    (*) excellent; thumbs up!

Follow-up With My Students

  • Dialogue is important!

  • Encourage your students to tell you what they need and do not need!

Need Regular Support?

Eastern Québec Learning Centre

Jean Laflamme

Guidance Counsellor

Eastern Québec Learning Centre

3005 William-Stuart

Québec (Québec) G1W 1V4

(418) 654-0537

Cynthia Michaud


Eastern Québec Learning Centre

3005 William-Stuart

Québec (Québec) G1W 1V4

(418) 654-0537

Your Local QLWG Rep…

  • The Quebec Literacy Working Group is grouping of English adult literacy consultants from 11 English school boards across the province of Quebec

At the Central Québec School Board…

  • Patti L. Moore

    Eastern Québec Learning Centre

    3005 William-Stuart

    Québec (Québec) G1W 1V4

    (418) 651-3022

    [email protected]

The Quebec City Reading Council

Cathy Nolan

(418) 681-1258

All services of the QCRC are completely confidential and free of charge

Supporting your Commitment

to Lifelong Learning!

  • Login