These resources were created and/or collected by Outreach staff to assist you in better understanding how to teach students with LBLD.

  • The Six Teaching Principles and Online Learning

    Promote accessibility to your online classroom by incorporating the Landmark Six Teaching Principles™ into your content. The Landmark Six Teaching Principles™ were developed to guide teachers in approaching the presentation of both content and skills across the curriculum and can be adapted to work in a remote learning environment.   Provide opportunities for students to experience success. Online

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  • Social-Emotional Learning Activities

    No matter where instruction takes place, incorporating social-emotional learning activities is important. Research conducted by both the Yale Center for Emotional Intelligence and Collaborative for Academic, Social, and Emotional Learning (CASEL) outline that understanding and honoring student emotions are essential to not only creating a supportive and inclusive learning environment, but are also essential to

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  • A stack of Landmark School Books and Publications

    Landmark’s Six Teaching Principles™

    The foundation of all instruction at Landmark School is made up of six important teaching principles. These principles guide how teachers approach the presentation of both content and skills across the curriculum. Teaching Principle #1: Provide Opportunities for Success Providing students with opportunities for success is key. Failure and poor self-esteem often result when teachers challenge

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  • Supporting Study Skills in a Remote Setting

    By Kate Ryan In my role as an educational consultant for the Landmark School Outreach Program, I see many teachers grappling with the best way to adapt their tried-and-true teaching methodologies to this new school landscape. Many experienced educators are feeling as though, after decades in the classroom, this is their first year of teaching

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  • A teacher works with students around a table

    Include Students: Subject Strategies

    As the spring arrives and we begin to prepare for the conclusion of the year, we should continue to think about ways in which we can include our students in the learning process. Can they help determine ways to review material? What about having them make a portfolio of their best work from the year?

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  • A boy takes notes at a desk

    The Two-Column Method of Note-taking

    The two-column note-taking method requires active reading, that is, processing must occur for the notes to be taken. Two-column notetaking is an especially useful method for detailed and technical information. The act of separating main ideas from details strengthens the understanding and memory of the content area. However, like just about any strategy for learning, students

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  • A person working over a math worksheet

    Math as a Language

    Children with learning disabilities are not necessarily deficient in mathematics due to an inability to grasp spatial tasks or estimate quantity. Their difficulties often lie in language dysfunction. When teaching mathematics, treat their difficulty as a manifestation of a language-based learning disability. Students may have poor decoding (reading) skills or expressive or receptive language difficulties.

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  • The Trifecta: Executive Function, Anxiety, and Self-Regulation

    by Laura Polvinen and Helene Dionne, PhD

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  • Effective Reading Instruction

    Understand more about the ongoing debate about effective reading instruction.  Marget Goldberg for Reading Rockets makes a case, using research and data, that teaching reading using the “simple method” is the most effective methodology for reading instruction.

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