This module discusses three strategies: concrete-representational-abstract (CRA), mnemonics, and graphic organizers. These strategies can also be adapted to help a wide range of students learn algebraic concepts. This module includes facilitator notes, PowerPoint slides, handouts, and references. This module is organized as a 3-hour training session; however, it can also be divided into two sessions. The first session includes background information, a discussion of two strategies (CRA instruction and mnemonics), and the lesson planning activity. The lesson planning activity allows participants to plan a lesson using one of the strategies and to implement the lesson in the classroom before reconvening for the second session. The second session allows participants to share their experiences implementing the lesson and gain feedback from colleagues and the presenter. It is followed by a discussion on graphic organizers.
Preparation Checklist (PDF)
PowerPoint Presentation
Tips for Customizing Training Modules (Word)
Facilitators’ Guide (Word)
Handouts (PDF)

This highly useful chart addresses the differing mediums in which access can be achieved, including instructional methods and practices, materials and media, supports and accommodations, and assessment - with strategies and applications to specific content areas.

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This report will help you understand how the use of graphic organizers relates to students with disabilities and their ability to access the general education curriculum.

Discover the importance of Learning Strategies and how it relates to math instruction.

This brief by Drs. Maccini and Gagnon defines graphic organizers and provides examples of their use in a math classroom.

This brief focuses on teaching middle school students how to solve mathematics problems through a number of processes and strategies. Marjorie Montague also discusses Solve It!, designed to teach the necessary cognitive and metacognitive processes and strategies that good problem-solvers use.

This brief by Marjorie Montague deals specifically with math problem-solving for students in kindergarten through grade 3, especially students with learning disabilities.

This brief by Marjorie Montague provides an overview of the math problem-solving process. Further, it discusses how students with disabilities can successfully acquire and develop problem-solving skills.

This brief, written by Dr. Joseph Gagnon and Dr. Paula Maccini, focuses on the use of strategy instruction with middle school students with LD.

Use this set of FAQs to implement, scale up, sustain, and evaluate research-based interventions. Its purpose is to help educators become critical consumers of interventions and programs.

This Access Center brief provides the reader with a definition, detailed description, and benefits of mnemonic instruction.   It also includes information on how educators can obtain training in mnemonic instruction.

This brief illustrates mnemonics that are useful in teaching math facts, order of operations, measurement, geometry, problem-solving techniques, and other areas of math to students with disabilities.

This brief illustrates mnemonics that are useful in teaching letters, letter sounds (phonemics), and vocabulary to students with disabilities.

This brief illustrates mnemonics that are useful in teaching science subject matter as varied as the human body, insects, levers, and the colors of the rainbow to students with disabilities.

This brief illustrates mnemonics that are helpful in teaching students with disabilities to remember steps in the writing process.

This session gives an overview of current scientifically-proven strategies in the area of literacy acquisition.
Reading Handout 1
Reading Handout 2

This presentation offers practical solutions for improving student learning with an emphasis on instructional goals, teaching strategies, materials and media, supports and accommodations, and assessment tools and procedures.

Dr. Jim Knight facilitated this webinar on May 19, 2004. The session introduced participants to the Strategic Instruction Model and presented ways to improve achievement for all students. While some students develop learning strategies naturally, others, especially students with disabilities, need explicit instruction to learn and generalize these important skills. Dr. Knight’s presentation explains the specifics of the Strategic Instruction Model, how to practically implement it in the classroom, and, more generally, how this will help educators respond to NCLB.
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