An Occupational Therapist Reported That Self Regulated Learning Strategies Helped A Junior High Student With A Learning Disability

1259 Words Apr 9th, 2016 null Page
An occupational therapist reported that self-regulated learning strategies helped a junior high student with a learning disability (Cahill, 2008). The student was trained in three learning strategies: self-observation, self-evaluation, and self-reaction (Cahill, 2008). The student wanted to turn assignments in on time, and improve his grades on the submitted assignments (Cahill, 2008). The student learned to use the self-observation strategy to set goals and monitor his progress. The self-observation process required the student to maintain a record of improvement as the student worked towards established goals (Cahill, 2008). Self-evaluation required the student to measure his growth and determine whether or not he’d progressed, regressed, or was stagnant (Cahill, 2008). The student used the self-reaction strategy to solve acknowledged problems, and strategized ideas for achievement (Cahill, 2008). All three strategies were effective for the student; he was more organized and consistent with his work (Cahill, 2008). The student was also able to apply the combination of strategies in other areas of his life, such as extra curricular activities and chores (Cahill, 2008). The combination of strategies were considered suitable for the inclusive art class, as well as for increased student involvement and responsibility in learning.

The role-play and simulation strategy was used to engage students in learning (Clapper, 2006). The strategy was explained as one that not…

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