This is a good strategy, Olga, it's a combination of learning and reinforcement by example, then immediate application - a very powerful teaching method.
Thanks!
Jay
ED106 Facilitator
One need that I see all the time in my class is students not knowing how to read. In my course they design spreadsheets, presentations, and databases. The way I have worked around this problem is to develop a the spreadsheets, presentations and databases with them. They are then given the assingment to create one of the three by themselves.
Hi Victor, that's so true; the challenge for all of us as instructors is to try to adapt our instructional styles wherever possible to help (not accomodate)our diverse, and sometimes challenged, learners.
some students have different ways of keeping focused and the speed in which they learn
Thanks, Mark, one-on-one coaching, under the right circumstances, is definitely a key ingredient to student success.
Jay
ED106
i like to talk one on one with the student to see were i can help and with what.
Excellent technique, Ken, you might also have students write a brief summary of the day's lesson as well as how it fits into the previous and next learning experiences. It helps them capture and assimilate material, see the bigger picture, plus serves as a basis for any clarification or questions.
Thanks for all of your participation in the forums!
Jay
ED106
One way to access a students needs were to go around the room and look at how notes are taken during the lecture. This gives me an idea of how well the student may read or write. After giving a test this helps establish the students learning ability or lack of learning ability. From that point on I try to focuss on his needs and use specific questions to identify what I need to do to help this student. Tutoring is a big part of our learning program and I try to encourage the student to do so. I also explain that there are students just like him that I was able to help succeed. Not only struggling students but also students who were doing well. Sometimes I'll change seating asignments and put a struggling student with a high acheiver who is willing to work with the struggling student
Thanks for your comments, Duane! I beleive too that when an instructor can masterfully utilize the diversity adult learners bring to the table without drawing undue attention to special circumstances, that instructor has crossed a significant hurdle in the classroom.
Jay Hollowell
ED106 Facilitator
There are a couple different things that I do. The nice thing is we have an entire department devoted to the diverse learner with issues. I try to follow those guidelines they help establish to help the student succeed.
The main thing I do is listen to the student and address the issues they are having. I may not have all the answers, but I am willing to listen and go from there. I help them find the answers they are looking for. Sometimes just listening is enough.
Another thing I make sure to do is to include them in all the activities. I will not try to single them out but also respect the fact that diversity does exit.
You're right Caridad, I think that experimentation is fine when working with student learning needs; our adult learners bring a lot to the table, so to speak, and appreciate our creativity when teaching. If something works, we use it, if it doesn't, we might try again with a different set of student dynamics, or drop it.
I also believe when working with different student learning needs and styles, we need to take students a little out of their comfort zones. The workplace might require them to learn a procedure or application in such a way that does not necessarily compliment their most prevalent styles and they have to be prepared for that.
Thanks for your comments,
Jay
ED106
Assessment of a student learning needs, I have found, comes from observation. First of all, I observe my students trying to reach a fuller understanding of his/her needs. I watch for reactions that reveal success or frustration. I see what works for them and try to decipher what is not working. Secondly, I listen to them. They, better than anyone else, know their status and they welcome any strategy that will help them improve. My last tool in the assessment of a student learning need is application. If we try it and it works we keep using it.....if if doesnt, there's no need to force it.
We as a people whether we speak the same language or not are diverse by nature, in my classes I have ESL students, students with various disabilities, but my approach has been that I treat everyone the same. In mathematics which is a universal language a tried to give many examples, let the students ask question and I answer each one of their questions without intimidation; I also, ask the students question addressing them by their names, and allow them to reply, whether their answers are correct or wrong
Thanks, absolutely, knowing what skills students bring to the table and being able to authentically assess them is a major step in instructional planning; there are many industry-specific resources that help us in pre-assessment.
Jay
ED106
I use a lot of discussion in my humanities classes. I hand out a series of discussion and journal questions that are answered individually and then discussed in class. I have the students also turn these in and work in groups for discussion or larger class discussions. It is pretty obvious when we start if the same person never has it, never did it or turned it in that I will speak with them. If they have very short answers or the answer doesn't make sense there could also be a problem.
I think that most teachers should use some kind of assessment at the beginning of each class so that you know of any issues that may keep a student from success in your class. The earlier you know the better off for everyone involved.
When I write curriculum, I design methods that instructors can use to analyze their lesson in relation to potential access barriers and provide ways to offer a variety of methods for students to express their understanding of the material. I find that, when modifications are put into curriculum up front less time is spent than in making modifications later for each individual need.
Luckily, my school has an office that supports students that have disabilities. One role of the office is to determine the learning needs of the student and communicate those needs to the instructors. I feel this office supports the students' needs and instructors well.
One strategy, among many in my design fundamentals classes, is to have the students choose from a group of possible color mediums for the Color Symbolism assignment. If they are not comfortable with paint, for instance, they can use various colored papers, colored pencils, magic markers, or a combination of materials. Instead of leaving alot of guesswork for them as to how these materials are used I do demonstrations so that they can see possibilities. That usually gets them excited. It's also effective to show them as many examples of previous work as possible.
Outstanding, thanks for your input! Listening and observing are, as you note, the keys without, of course, drawing undue attention to the challenge.
Jay Hollowell
ED106 Facilitator
