Learning Strategies
This chapter focuses on the area of Learning Strategies for Students in Post-16, training and Higher Education and highlights the significance of environmental factors and the cognitive processing difficulties experienced by a significant minority of pupils. In order to fully understand the importance of Learning Strategies for students in Post-16, training & Higher Education, in the development of a pupil/ young person, it is beneficial to read the full introduction, before selecting the sector which is most relevant. Pupils may be at various stages on a continuum of development therefore it is important to consider strategies and approaches across the sectors.
Learning strategies for students in Post-16 education, training & Higher Education
Engagement in Post-16 education and training can prove challenging for some students who experience literacy difficulties. It is important to note that many of the learning strategies suggested in the post primary section of this document and in the higher education section of this document are equally applicable to students in post-16 education and training. Therefore, to reduce and avoid unnecessary duplication, students in post-16 education or training are encouraged to refer to the strategies that can be found in these sections and then trial which work best for them. A student will find that some suggested learning strategies prove more effective than others because of their own learning profile, their course’s demands and the education or training setting.
Recommendations for staff in the Post-16 education & training sector
Whatever the type of post-16 setting, whether Sixth Form, Further Education (FE) college, The College of Agriculture, Food and Rural Enterprise (CAFRE) or another form of education or training, once a provider has been informed of a student’s additional needs it is incumbent upon the provider, under relevant legislation, to determine whether any reasonable adjustments need to be provided for them. This process is usually led by the post-16 setting’s LSC (or equivalent member of staff). To aid in the provision of appropriate reasonable adjustments for eligible students, advice and guidance is given to staff who teach, instruct, or support the student, usually in the form of a set of recommendations. A post-16 setting may have an audio recording policy relevant to students experiencing literacy difficulties and therefore a suggested strategy for staff responsible for the teaching of such a student could be:
- To permit the use of an audio recording device where appropriate to help support the student with their note taking
Additionally, work placement is a key component of some post-16 education and training programmes. It may therefore be the case that a student may wish for their work placement provider to be made aware of their literacy difficulties so a relevant strategy for staff could be:
- To inform work placement provider (with permission) of the student’s difficulties
The strategies suggested to staff may differ according to the individual needs of each student and each post-16 setting’s own internal policies and procedures.
Learning strategies for students in higher education
Higher education study is traditionally the most demanding level of study and there is often a much greater emphasis on independent learning than in other phases of education. For example, for a traditional bachelor’s degree, teaching is often delivered in a lecture format which students are expected to follow attentively, whilst for a PhD, there is a strong emphasis on students’ independent production of a significant volume of work. Successful independent learning at higher education level often requires a strong set of study skills, for example in the areas of note taking, organisation, effective reading, extended writing, revision, referencing and examination technique. Some aspects of higher education study can prove challenging for students who experience literacy difficulties. Many of the learning strategies suggested in the post primary section of this document are equally applicable to higher education students. To supplement these, please find below a range of additional suggested strategies that may prove useful for some higher education students experiencing literacy difficulties:
- Ask lecturers for any resources / notes prior to any lectures, seminars or tutorials
- Where permitted, use an audio recording device to record lectures, seminars and tutorials rather than engage in laborious note taking
- Utilise text-to-speech technology to proofread assignments prior to submission
- Utilise an organiser to aid adherence to deadlines
- Do not be reticent in asking lecturers to clarify instructions where necessary
- Work proactively with any assigned support tutors, for example a Dyslexia Coach, to develop a strong set of study skills
- Ask lecturers for exemplar samples of work, where appropriate
- Word process assignments and utilise spelling and grammar check functions
- Use assistive technology where available and appropriate such as:
- Mind mapping and planning technology, for example MindView software
-
Text-to-speech technology, for example Read and Write software:
Read and Write Quick Reference Guide for Google Chrome
Read-Write-for-Windows-Support-Tools-for-Students-with-Dyslexia
- Note-taking technology, for example CaptionEd software or a handheld Digital Video Recorder (DVR)
- Speech recognition technology, for example, software such Read Write and Microsoft learning tools
Ensure any designated access arrangements are in place during class tests and formal examinations.
Recommendations for lecturers in higher education
Once a higher education provider has been informed of a student’s additional needs it is incumbent upon the provider, under relevant legislation, to determine whether any specific reasonable adjustments need to be provided for the student. This process is usually led by the higher education provider’s disability services department (or equivalent). To aid in the provision of appropriate reasonable adjustments for eligible students, advice and guidance is given to lecturers by the higher education provider’s disability services department (or equivalent), usually in the form of a set of recommendations. Some commonly observed recommendations given to higher education lecturers working with students experiencing literacy difficulties include:
- Provide student with resources/notes prior to any lectures, seminars or tutorials
- Permit student to use an audio recording device in lectures, seminars and tutorials
- Give sympathetic consideration for any handwriting, spelling, grammar or punctuation errors the student makes
- Permit flexible deadlines where possible
- Provide appropriate access arrangements in tests and examinations
- Present teaching and learning material in a variety of ways, where practicable
- Allow student more time for reading and writing activities
- Avoid long lists of instructions given verbally
- Simplify language, repeat words and clarify meanings where necessary
- Actively encourage study skills such as mind mapping for planning out work
- Allow students more time to process and assimilate information
- Offer samples of work where appropriate, for example exemplar assignments
- Make constructive comments in a positive and straightforward manner
- Encourage the student’s use of assistive technology where appropriate
- Encourage the student to work with any support tutors he / she has been assigned, for example a Dyslexia Coach
- Refrain from asking a student to read aloud if not entirely necessary;
- Ensure that instructions are clear and where necessary written down for the student
Please note that this is not an exhaustive list and the recommendations made to higher education lecturers may differ according to the needs of each student.
Bibliography and References
Cottrell, S. (2019) The Study Skills Handbook. London: Bloomsbury.
Griffiths, M. (2002) Study Skills and Dyslexia in the Secondary School. London, David Fulton Publishers.
Hargreaves, S. (2016) Study Skills for Students with Dyslexia. London: Sage. Jamieson, C. & Morgan, E. (2008) Managing Dyslexia at University: A Resource for Students, Academic and Support Staff. Oxfordshire: Taylor and Francis.