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Michenbaum’s 5-Step Cognitive Learning Theory and SpellingWhen I taught an inclusion class every single student made an “A” on their Friday spelling test because Iapplied Michenbaum’s Learning Theory to learning their spelling words. The first thing I did was brainstormwhich words they might have trouble with and made up a mnemonic to help them. Here are just a couple ofthose mnemonics:musclesM-U-S-C-L-E-S, muscles make the very best….biceps (sung to thetune of Nestlé’s Chocolate)theretheirWe go here and there. It’s a place.Prince Charles is their heir to the throne. It belongs to him.friendsheriffI have a friend to the end.She is riff and she is the sheriff (playing on my last name)So after mnemonics are made the students are taught in this manner based on Michenbaum’s 5-stepCognitive Learning Theory:Day of the Week Step Procedure Example:Monday One The teacher models the way towrite and spell the word at theboard with the studentswatching. The teacher tellswhat she’s thinking to herselfout loud so the students canhear what she’s thinking.Tuesday Two The teacher models the way towrite and spell the word at theboard; while the studentsimitate the process at theirseats using paper or small dryerase boards.Wednesday Three The students model by sayingand writing the steps to writethe spelling word while theteacher watches.Thursday Four The students model bywhispering and writing thesteps to write the spellingword while the teacherwatches.Friday- final test Five Students think the processwhile they write the wordSinging M-U-S-C-L-E-S whilewriting it. (see above)Students and Teacher sing thesong together while they bothwrite the word : MusclesStudents sing the song whilewriting the word.Students whisper the song whilewriting the word.Students think the song whilewriting the word.Positive Interventions and Effective Strategies Riffel -© 2005 - 75 -