Student Information:

Noah Gopen
Swampscott Middle School
Grade 8
13 years old
homeworknow.com
Team A
The Dolphins

Teachers, Subjects and Books:

Teacher Subject Books/Material Pros/Cons-Areas

to work on

Mr. Sweeney *Math Text online-see below*

Algebra 1 Text
McDougal Little Home

Mrs. Flynn Language Arts Composition and

Grammar-2nd course
(also grammar reference
book @ home)
Mrs. Szatkowski Science
Ms. Sanborn Social Studies
Mrs. Gahm-Diaz Foreign Language Buen Viage
(Spanish)

Mrs. Zipper **Guidance?

Advisor?

* For Math-Algebra Text and other supplemental information including, extra examples,
student help, graded quizzes and interactive challenges are all available online.  You can follow
the link below.  You may need the ISBN number of your book ( 0-395-93776-0 ).  You may also
need a student access code to get to some of the features. Also, additional resources to help
student can be found @ http://www.homeworknow.com/hwnow/gethw.php?id=58510. The
student access code is: MCDPGW4BY6EGA.
Algebra 1 Text
McDougal Little Home

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Learning Preference/Brain Dominance and Implications

Student Learning Style in order of preference: Auditory, Kinesthetic, Visual

Left/Right Brain Dominance: Left (ability to logically approach problems and break them
down into smaller pieces- sequential parts or steps (see RANDD).. 

Summary: He stated he is pretty good in math/science but in English he does not understand
sentence diagramming or some of the grammar, so he struggles a bit .In the past he has had
difficulty in Spanish, but so far this year he seems to be “getting it”. Does not use acronyms in
note taking nor abbreviations. He need to clarify assignments given at school because he did
not understand his school assignment or my HW for last week; his handwriting is very sloppy,
and while I struggle to read it, he USUALLY can, but he needs to practice writing neater and
with details so he doesn’t have to figure out what it is.

Not a fast reader and comprehension skills are not well developed:

Fiction w/RC @ 156 W.P.M-, Reading Comprehension Total questions 4, answered correctly 1,
answered incorrectly 3 (25% accuracy)

Non-Fiction w/RC @ W.P.M.-166 Reading Comprehension: 7 questions 4 correct 3 incorrect,

(approximately 55% accuracy)

Noah’s Current Organization and Time Management

Uses an organizer (Needs to improve penmenship-details-start/complete dates-

descriptions-break down of assignments/tests, etc. during the week)
Color coded (explain) (Some binders are the same color, so he must distinquich the
“size” of the binders to determine which binder belongs to which class-another time
consuming, unnecessary, mind-clouding method)
Describe note-taking and/or highlighting-
materials (pen, pencil, etc.)
check for binder organization –how is it currently organized?
name/date, notes/dates on handouts and notes (Getting better)
are handout/notes organized by day? (Getting better)
are handouts/notes titled (such as English-diagramming sentences?)(Needs work)
handouts organized by date (not really organized-same folder for everything)

So, at this point, areas to continue focusing on and getting into routine:
organizer
 handwriting
detailed HW assignments (ask questions if unsure)
Assignment/test dates given, date due, and break down of pieces during
time span
check note taking (ask questions on his school work)
Revamp his “homework” folder
All worksheets should be dated and topic at top w/class name
In order of dates, each class separated
Notes should be in binder for each class, name, date, topic, and filed in order

Concerns: In checking each of these strategies/tools, Noah does not necessarily follow through.
For instance, his homework folder contains worksheets, notes and misc. papers with very little
organization. His planner doesn’t break things down. There is no “day” of the week Noah sits
down to organize his binder and planner, check off all assignments. Put new or upcoming
assignments in planner, etc. He also just writes what the teacher says, not always
understanding what is being asked of him, and therefore is not prepared. He throws papers (old
quizzes, notes, etc.) away when he thinks he is done with them rather than save them in order
at home for future reference.

We will be checking on his note-taking, reading approaches, test taking, etc. For each area of
study skills, depending on which he is strong in or not strong, we will focus on those areas. Also,
depending on his answer to basic questions on each area, the best “fit” or strategy for his
preference and learning style will be taught , practiced and applied consistently.

Introduce New Tools for Organization and Time Management

o Discuss Good Study Habits (Noah-take notes)

o Discuss Homework Survival
o Fill in blank time schedule
o Organize tests and projects by listing steps/parts and breaking them up-put in
planner
o To do list
o Homework Suggestions (see lesson plan)

Progress in Motion and Strategies Being Introduced:

1. Copies of schedule taped into planner &binder-additional copy for home and backpack
Goals-
 to insure he always knows where he has to be, therefore what he must
bring
 to eliminate chaos or confusion
 feels secure-builds confidence and puts another piece of the routine to
use
2. Consistently putting name, date, class and subject on all papers/notes, etc. and to keep
each subject separate, but in a consistent, organized fashion
 Goals-
 Keep all materials organized by date and class
 Easy to gather necessary materials for projects and tests
 Gets into routine
3. Improving how planner is utilized:
o Neater writing
o Details about assignments/tests
o Ask questions rather than just write down what teacher writes for clarity
o Be clear on what assignment is, or materials you will be tested on
o Breaking down assignments into “doable” chunks or steps between time
aqssigned and time due with description and time for each step in planner
o Make list of materials need to complete each task, ie; old quizzes or notes for
upcoming test, finished projects on which to build upon for upcoming
assignments-put making that list and gathering those materials one “chunk”
Goals-
Confidence is work being completed on time
Assurance that you will know what is expected of you; you will have the
materials and time budgeted to complete assignments thoroughly
No more scrambling for things, losing things, and unsure of what is important
Assignments/test prep do not become overwhelming or crammed-little
chunks/steps make the actual time spent on project very little each night and easy,
but effective
Having a schedule to complete tasks and test prep will include a review (test taking)
and/or final checklist for projects prior to handing work in or taking a test, but it will
just be an assurance check, review as you have already done the work!
Less stress and anxiety, confident of outcome, easier, more manageable steps

4. Picking a homework “spot” and time in home

o A spot where Noah is comfortable-no TV, computer or music (distractions)
o Leave cell in other room!
o Have all materials you will need to complete work:
 Pens/pencils/highlighters
 Paper, notepads and printing paper for needed print-outs
 Folders (for current work and work you are done with but save for
cumulative tests/projects)
 Markers/labels
 Calculator
 Books and school materials
 Planner
 To do list
 Calendar
 Set schedule, for example:
 Start homework @ 6pm (earlier if you have a lot of work)
 1st thing to do before you start homework/assignments is to make
sure your study space is all set (see above items), you have all
your text books, folders, binders, etc. You have taken care of
other things (texting, IM’ing, phone calls, chores, etc.) There are
no destractions.
 Take out all materials and put them in a pile
 Then go through your planner-go short term and longer term
 Make list of each assignment/test due the next day and longer

 Example: (say today is Monday, the 12th)

 Short term:
 Due tomorrow (Tuesday, the 13th)
 Math-Quia quiz on components printed with answers
 Science-Read and take notes on pages 102-115 of text for topic on
the rain forest
 English-do sentence diagramming worksheet with clear
descriptions
 History-Finish reading/taking notes on chapter 12 of your text
about the last of the thirteen colonies-be able to describe the
(sandy, rich soil, lots of animals, climate, etc.)
 Spanish-study for quiz tomorrow on conjugating verbs
 Longer Term:
 History-Test on Monday, October 19h
 Areas covered include:
 geography of 13 original colonies (identify and label all)
 Characteristics of settlers from north, south and middle
colonies and be able to share each area’s crops, hardships and
first settlement w/dates
 Be able to summarize the significance of the settling of
colonies, and how that helped shaped the USA as we know it
today (compare/contrast or cause/effect)
 Be able to match names of famous colonists to the colony they
settled
 Know and be able to fill in colony time-line

 Science-Final project on rain forest due Friday, October 16th

(assume you have completed some work over the weekend as
it was assigned last Friday)
Final project is PowerPoint presentation on topic you selected
(animals of the rainforest) Included should be:
 References made to notes on readings and in-class
 Photos of animals from research last week
 Interesting facts you gathered about your topic
  Print outs of outline for class to follow and take notes
 A final quiz as your last slide to see how well your
audience paid attention
 Email copy to me and also print copy for me

 is to look over planner and then make a list of projects/tests, due, what
materials you will need, and steps you need to take to complete tasks.
Some HW assignments will just be a one night task, and that’s fine-you
just want everything done in front of you so you can…
 Prioritize
 Break down longer assignments/tests
 Gather materials you will need
 List right in your planner Set a priority list based on hardest to
easiest

Removing materials after quiz/test to folders (labeled) at home to use

for review, big tests, etc.
Review errors on tests/quizzes
Strategies to do better
Review notes, summarize, highlight important parts, be able to answer
questions on readings, notes, etc.

Discuss Goals:
 Time Management/Organization

 Reading comprehension

 I gave Noah two different strategies to approach his school materials using methods
from each brain dominance. This activity, when regularly practiced and applied, is
especially useful in note taking and reading comprehension. 

We went over Noah’s homework, which focused on his organization, and as I questioned him
about the things he was missing, and told him how searching for things when he needed them
quickly wasted his time and could be frustrated. 

Noah had two quizzes and one test scheduled for tomorrow, so we reviewed the material for
the classes and applied different strategies to help aid him in memory and understanding. We
will continue to work on organizational strategies, and I will bring in material for Noah to
practice his left/right brain exercises.

Introduce New Tools for Organization and Time Management

 Discuss Good Study Habits (Noah-take notes)

Discuss Homework Survival

Fill in blank time schedule

Organize tests and projects by listing steps/parts and breaking them up-put in planner

To do list

Homework Suggestions (see lesson plan)

Discuss Goals:

 Time Management/Organization

 Reading comprehension

Right Side-discuss draw or write major concepts

Explain how you can use these together when taking notes
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Steps to Teaching Study Skills

Step 1- Achieving Educational Success (Learn/Understand these 5 principles):

Principle 1: Learner Centered Tools for Empowerment

These study skills are about empowerment. They are tools that can empower your kids to craft
an individualized education that is right for them in an environment where students have little
control and little room for individuality. These study skills are centered on your child's individual
learning style, personal goals, and educational passions. You will have help to identify how your
child learns, and then find concrete tools to empower you to individualize your child's approach
to school. They are not one-size fits all and they do not oppose some idealized standard of what
a good student should be like.

Principle 2: Play the School Game

My mom saved my life by telling me that my struggles with school were not because my mind
was broken, and we would learn how to play the school game and navigate this system
together. That is the foundation of any successful study skills development. Your child's success
or struggles with school are not an indication of her intelligence or her worth. The reality is that
school is a game, with rules and ways to learn how to play the game better. There is freedom
and concrete success in addressing this fact with your child and helping her understand that
study skills are a way to play the school game in a manner that is right for her mind.

Principle 3: Develops Meta-Cognitive Skills

One of the most important elements of these study skills is that they begin the process of
developing meta-cognitive skills in your child. The meta-cognitive process is just a fancy way to
say helping your child to think about thinking -- in other words helping your child understand
how she learns and how she thinks. Many studies have shown that meta-cognitive skills are a
better prediction of life success than grades or test scores. This is no surprise. When an adult
knows how his mind works he can master any situation in his life. As you work with your child
to develop individualized study skills, ask her to think about how her mind works.

Principle 4: Recursive Process

It is important to realize that the act of developing individualized study skills is a recursive
process that keeps building on itself over time. It is unreasonable to expect that your child will
develop perfect study skills in one day. In reality, developing study skills is a process of trial and
error that occurs over the course of a child's school life. It is imperative that you create an
environment where it is OK for your child to try a skill, fail at that skill, evaluate why that skill
did not work, and create another one. Moreover, study skills change with different academic
tasks and as your child gets older. These study skills are something you will come back to over
and over again. Through this recursive process of trial and error, you will empower your child to
have ownership of her own study habits and be able to adapt and modify these skills herself.

Principle 5: Study Skills as the Practice of Educational Freedom

In the end, there is an element of these study skills that transacts the concrete goal of your
child getting better grades. These study skills are about killing the myth that there is such a
thing as a "normal" student. The reality is that what we consider to be normal is actually
average -- normal students are those that are well schooled, not well educated. Your goal is to
have an educated child. These study skills provide a platform for you to begin the process of un-
schooling your child. Ultimately, these study skills are an educational end in and of themselves.
The process of empowering your child to develop dynamic study skills and take control of her
education is an exercise in the practice of educational freedom.
So much creativity, talent, passion, and so many lives are lost because we value "schooling,"
fitting in, and being normal above true learning. It is educational freedom, not school success,
not schooling, not gold stars, or GPA's, that will change your child's life.

Help your child develop an approach to learning and studying that is truly individualized.
Here is a set of study skills that provide concrete strategies that will help her get better
grades. They will also provide ideas and skills that will empower your child to transcend the
limited notion of academic success and craft an education that is truly hers.

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Step 2- Discover your student’s strengths!

Take quiz for each of the following four areas crucial to study skills. Find out which areas you
are strongest in, and which areas to work on. These results will then lead to which type of
system for each area fits your personality best!

1- Note Taking-see printed quiz (5 questions) Is My Child a Good Note-Taker? chart: If

Results:

All True- Awesome!

Taking good class notes- An academic skill that you should not devote much time to
working on. Job well done!

All False- Not-So-Hot Note Taker

You've got some work to do, because it seems that your student is struggling with note-taking.
Not to worry, I struggled horribly with note taking, and I got some tools and ideas to help. Most
likely, your child has not yet been given a chance to take notes in a way that is right for her
mind.

Use the following for suggestions on improving note-taking (see web page “Suggestions for help
with note-taking-study skills and follow along with links to each suggestion.

Talk with your child about note taking in an honest way.

Figure out how your child processes information.
Grab a note-taking structure that works for your child's mind.
Consider getting your child some note-taking accommodations.
 * Reading

* Writing

* Test Taking

Step 3

Use the strategies and tips in these toolkits.

* Notes

* Reading

* Writing

* Tests

Step 4

Learn more.

* Homework Toolkit
 * Learning Tools

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