q
Explain special vocabulary
terms in words known to the students.
q
Provide pictures to illustrate new words and
terms.
q
Use pictures, tables, maps, diagrams, globes,
and other visual aids to assist in comparison and contrast for
comprehension of concepts.
q
Present clear illustrations and concrete examples to assist the
students in understanding complex concepts and skills.
q
Prepare
difficult passages from textbooks on tape for listening activities.
q
Maintain a
library of supplementary books and workbooks written in simple English,
which offer additional illustrations for problems.
q
Highlight written materials for readability by
enlarging the size of print, by organising
chapters meaningfully, and by writing
headings that show introductions or transition from one idea to another.
q
Provide biographies of significant men and
women from different cultures.
q
Develop interests and arouse curiosity through hands-on
experiences, the outdoors, pictures, newspaper clippings, and periodicals.
q
Use outline maps for students to practice
writing in the details and labels.
q
Support
reading instruction by providing films,
records, filmstrips, and other materials which may be used independently or
in small groups.
q
Tape record
problems for independent listening
assignments.
q
Offer a variety of reference materials at the
student’s instructional level for independent use.
q
Collect
many of the comic books available that portray historic and cultural events
in simplified language.
q
Use cartoons
and leave the balloons above the
speakers blank, to be filled in by the students.
q
Encourage
the use of diagrams and drawings as
aids to identifying concepts and seeing relationships.
q
Keep a
variety of number games to be played
by pairs of students or small groups.
q
Show the
same information through a variety of different
charts and visuals.
q
Write
instructions and problems using shorter
and less complex sentences.
q
Use student
pairs for team learning, especially for
reports, experiments, and projects.
q
Limit the number of
problems that must be worked.
q
De-emphasise
speed and emphasise accuracy of
work.
q
Limit the number of variables in laboratory experiments.
q
Ask
questions which require higher level
thinking responses.
q
Use language experience techniques –
integrating all communication skills (listening, speaking, reading, and
writing) in discussing concepts and ideas.
(experience,
discuss the experience, record the experience, use the record of the experience
for reading and writing activities.)
q
Assign short homework tasks that require
reading.
q
Have
students prepare collections of science
objects.
q
Have
students prepare individual card files
of science, mathematics, and social
studies vocabulary.
q
Have
students compile notebooks of their
hypotheses, materials, procedures, data, conclusions of experiments, and field
experiences.
q
Have
students use a timeline to arrange
and sequence important facts.
q
Have
students underline key words or important facts in written assignments.
Adapted
from: Training Module II: NOD, Handout 10