Learning to Learn History
“Learning to Learn is an easy way for students to learn. My students understand more and seem to get more out of what they’re learning. They participate in class more, are more enthusiastic, and test scores are up. What I like about LTL is that it’s not over anyone’s head. Even the kids with the poorest skills can use it. Everyone can be involved.”
– Richard LaCara, History teacher, Boston, MA
Many low-achieving middle and high school students have little or no experience in reading non-fiction. Reading instruction and practice are often limited to fiction in English Language Arts classes in grades 1-5.
Reading comprehension in the non-fiction, content areas means having an “internal dialogue” with new information. In practice, this means that successful learners use inquiry-based learning strategies – continuously, internally generating their own questions – and reading for confirmation. (Teased apart, this is the practice used by the readers of this document.)
Effectively learning history means critically reading, evaluating, and writing about historical topics. Consequently, LTL’s first goal in history classes is to improve students’ literacy skills by imbedding LTL’s research-based literacy strategies into classroom activities. LTL enhances students’ use of “internal dialogue” through in-class practice in reading and writing to answer questions.
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