The Circle of Learning

Learning Activities	Levels 1 and/or 2 Learning Outcomes Demonstrated During the Learning Activities
Making decisions about learning disabilities: The tutor and learner discuss what services are available through the Learning Disabilities Association and the other literacy program. The tutor asks the learner to choose one service that he thinks would teach him how to make accommodations for his learning disabilities. The learner chooses to join a support group run by the Learning Disabilities Association. The tutor agrees to join the learner at information sessions run by the Association.	Lifelong Learning Learners will demonstrate critical and creative thinking strategies to solve problems and make decisions. Learners will direct their own learning for personal empowerment. Interpersonal Skills Learners will increase self-knowledge for personal empowerment. Learners will empower themselves in community.
Supporting the learner: The tutor makes a point of reviewing all information learned in each tutoring session. He knows that the learner needs repetition in order to remember what he has learned. The tutor uses a blend of phonics and word patterns to help increase the learner's literacy level. Because this learner has an auditory learning style, the tutor asks the learner to verbally review what was learned in past sessions. He then asks the learner to write down a few words that sum up the past session's learning. The tutor helps when the learner cannot remember how to spell a word accurately. These words are also used as sight words when appropriate. The tutor asks the learner to discuss what happens in his support group at the Learning Disabilities Association office (without breaking the confidentiality of the others in the support group). These discussions are used for further language experience stories. The tutor asks the learner to use his journal to reflect on his experiences in the support group. Depending on how the learner is doing in the support group, the tutor offers to help the learner with interpersonal skills. When tutoring the learner, the tutor uses learning strategies presented at the information sessions given by the Learning Disabilities Association. He asks the learner what strategies he feels are most effective and makes sure to use them when introducing new material.	Reading Level 1 Learners will demonstrate reading readiness skills. Learners will demonstrate knowledge of the foundations of reading. Learners will choose, monitor, and adjust reading strategies as needed. Speaking Level 1 Learners will speak in conversation, discussion, or small groups in familiar situations for practical purposes. Lifelong Learning Learners will direct their own learning for personal empowerment. Interpersonal Skills Learners will increase self-knowledge for personal empowerment. Learners will empower themselves in community. Learners will demonstrate co-operation and teamwork skills for social skills development.

Learning Activities

Levels 1 and/or 2 Learning Outcomes Demonstrated During the Learning Activities

Making decisions about learning disabilities:

The tutor and learner discuss what services are available through the Learning Disabilities Association and the other literacy program.
The tutor asks the learner to choose one service that he thinks would teach him how to make accommodations for his learning disabilities.
The learner chooses to join a support group run by the Learning Disabilities Association.
The tutor agrees to join the learner at information sessions run by the Association.

Lifelong Learning

Learners will demonstrate critical and creative thinking strategies to solve problems and make decisions. Learners will direct their own learning for personal empowerment.

Interpersonal Skills

Learners will increase self-knowledge for personal empowerment. Learners will empower themselves in community.

Supporting the learner:

The tutor makes a point of reviewing all information learned in each tutoring session. He knows that the learner needs repetition in order to remember what he has learned. The tutor uses a blend of phonics and word patterns to help increase the learner's literacy level.
Because this learner has an auditory learning style, the tutor asks the learner to verbally review what was learned in past sessions. He then asks the learner to write down a few words that sum up the past session's learning. The tutor helps when the learner cannot remember how to spell a word accurately. These words are also used as sight words when appropriate.
The tutor asks the learner to discuss what happens in his support group at the Learning Disabilities Association office (without breaking the confidentiality of the others in the support group).
These discussions are used for further language experience stories. The tutor asks the learner to use his journal to reflect on his experiences in the support group. Depending on how the learner is doing in the support group, the tutor offers to help the learner with interpersonal skills.
When tutoring the learner, the tutor uses learning strategies presented at the information sessions given by the Learning Disabilities Association. He asks the learner what strategies he feels are most effective and makes sure to use them when introducing new material.

Reading Level 1

Learners will demonstrate reading readiness skills.

Learners will demonstrate knowledge of the foundations of reading. Learners will choose, monitor, and adjust reading strategies as needed.

Speaking Level 1

Learners will speak in conversation, discussion, or small groups in familiar situations for practical purposes.

Lifelong Learning

Learners will direct their own learning for personal empowerment.

Interpersonal Skills

Learners will increase self-knowledge for personal empowerment. Learners will empower themselves in community.

Learners will demonstrate co-operation and teamwork skills for social skills development.