We have recently been studying learning strategies in my special education class. I thought this correlated quite nicely with talks of "playing the school game." Many strategies have been developed to help children absorb information better, but most interesting to me were the strategies that help children with behavior. They are tactics to make the teacher think you are paying attention, and hopefully by doing so the student will become somewhat engaged. This speaks volumes, to me at least, of the awareness that there is a game to be played. One of these strategies is SLANT.
S-Sit up.
L-Lean forward.
A-Activate your thinking.
N-Name key information.
T-Track the talker.
Basically, the strategy was designed as a sort of how to for students who lack focus to at least appear as though they are participating. This reminded me of the little girl in our book who raises her just in time to look as if she is participating, but not so quickly that she is in any danger of being called on. She has to be aware enough of what is going on in the class to know when she has to raise her hand, but she may not actually be learning much of anything. No harm, no foul?
3 comments:
I am curious as to how SLANT is presented. Is it "things to do to learn", "things to do to do well in school," or something else?
Excellent post.
The strategies in our SPED class do seem like ways to help students "get in the game." I guess there are things that students do unconsciously that give them an advantage.
Professionally this was presented as a metacognitive strategy. On the "down low" however we were told of its use to keep kids out of trouble.
Post a Comment