Hi Wayne! It's amazing the number of adult learning challenges that have never really been diagnosed; to your point, reinforcement/practice is indeed crucial to the connection of "I get it" to "I can do it."
Thanks,
Jay
ED106
Fortunately for me, the instruction and application of the subject matter can be backed up with product and application. The use of a simple dry erase board and some artistic talent also puts it in a better perspective.
Not every student who has difficulties learning has an IEP so I try to be more aware of my student’s learning needs by watching note taking or that “deer in headlights” look. I’ll take the entire class out to lab to reinforce points covered in the classroom and make sure the student that needs extra instruction can make the connection from the classroom to actual application
Thanks Franz, that's true, an analogy and/or example can not only clarify a topic or application, but it can also help personalize the subject for the learner.
Jay
ED106 Facilitator
I have found if I can use an analagy to teach something to a student he or she has a much better chance or retaining to lecture
One on one time whenever possible.
Thanks, Steven, for your comments! Explaining concepts and applications in different ways certainly helps to more effectively reach the different learning styles - once the "connection" is there, the hurdle is crossed. I have also had students provide their own demonstrations and examples or paraphrase back in their own words a particular concept, resolution or procedure.
Jay Hollowell
ED106 Facilitator
I try to explain almost anything multiple ways. In the trade instructional area, not every student will grasp the "written" concept in the curriculum, so I’ll come up with some creative explanations of how something works to try and find a “connection” the student can relate to. This also may help others not have to ask the same question or appear “stupid” to others. It can be challenging at times.
My best strategy...... being avaliable. Let these students know that you want them to succeed, that you are concerned, and you will be there to help them. I allways find time to tutor. Heck a good tutoring session can keep you out of that meeting you didn't want to go to.
A strategy that has helped me work with ELL and diverse learning students has been one-on-one tutoring sessions and mentoring.
This is a good approach (going back to parts of the lecture/presentation, Sidney, because it zeros in on the areas where a student may be confused. Thanks!
Jay
ED106
the student will stay afer class if needed or even during class this also helps everyone else I will slow down for the hole class not to set focus on the one student and use actual parts that are from the lecture so that they learn from more hands on than from words,this really works well for everyone
Small groups
Vocabulary-VIS Charts,Context Clues, Graphic organizers
Hi Les! Yes, excellent point! I have found that cultural differences run much deeper than language barriers and we must be sensitive to these. Infact, respecting cultural nuances I think actually helps with the language barrier.
Thanks for your comments, Les!
Jay
Jay,
English as a second language may not be as big of a problem as cultural differences. I have had a half dozen or so Japanese students. They tend to be studious because of the language barrier. There was one who was raised very traditional. He would not ask a second question if he did not understand because it is considered insulting to the instructor in his culture. This did more damage then the second language issues. When dealing with foreign students we must think globally and do our part to understand that with language barriers, other barriers may be found.
Thanks, Anne! You're right, learning diversity really shines when a student is tasked with a claritive assignment, written or verbal. I really like your approach of the essay including industry relevant vocabulary and that you give students ample opportunity to refine their writing and thinking skills during the essay assignment. Critical thinking and articulation is so crucial to hands-on workplace environments.
Jay
ED106
This would apply to written assignments, as I am a design instructor, and learning diversity is not as apparent in hands-on projects. I give them an essay to do on the same designer using at least 10 vocabulary terms from the three terms sheets passed out and lectured on during the first 3 weeks. I encourage them to write a ROUGH DRAFT of their essay and meet with me during a work period in class ONLY IF THEY FEEL THAT THEY NEED MY ASSISTANCE BEFORE THE ESSAY IS DUE. If in reading over what the student had writted I feel that there is definitely a problem in punctuation, grammar and sentence con-struction I will definitely get out my red pen and go over it with them. I will encourage them to retype it using my corrections then take their completed essay to someone at the Learning Center who can work one-on-one with them and critique the final version before handing it in to me. This usually helps any student who may be deficient in writing skills and vocabulary feel more confident in completing this paper successfully. I repeat this same process after assigning the final paper for the course, which is a comparison between the work of a known artist to a designer.
Hi Jay, thanks for your comments; I think that enabling students to visualize examples is particularly effective with diverse learners (especially if language is a challenge). A visual aid is one step closer to hands-on application as well.
Sometimes I have used photographs as visuals to explain the sequential stages or steps in a process and even have placed the visuals out of order to get students to critically think about putting them back in order.
With diverse learners, just as you, I have tried to reach the different learning styles by challenging their visual, auditory and hands-on processes.
One curious question, are the photographs primarily demonstrating a stage or process, or do they involve other areas of instruction?
Jay Hollowell
ED106 Facilitator
I use a lot of photographs as examples, here they can understand by example, not necessarily through words. I like the students to visualize what they are learning, so that they can have the ability to comprehend their definitions on their own.
Thanks for your input, Samuel!It seems as if resource labs and tutors, etc. are often under-used by both students and instructors; glad to see you encouraging those services!
Jay
ED106 Facilitator
