Teaching Strategies for the Slow-Learning Social Studies Student

Davis, Bertha
April 1970
Education Digest;Apr1970, Vol. 35 Issue 8, p43
The article focuses on teaching strategies for slow-learning social studies students. Although the slow learner finds security in familiar ground rules of procedure, his learning experiences must be varied. To give one example, the slow learner should have the security of knowing that whatever is talked about, or looked at, or listened to, will be clinched by some writing activity that he will be able to do successfully. Clinching by writing should be routine, but the experiences through which the learning takes place and the written work itself should be as varied as the teacher's ingenuity makes possible. Opportunities to discuss issues are especially valuable for slow learners, who will someday be part of the voting public. If educators can help them to discuss public issues with sensitivity to the quality of their own discussion, educators will be building worthwhile skills. Any topic which is, or once was, controversial can be the basis for an informal debate between groups of students.


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