I have not had the opportunity to work with a student with a learning disability, as of yet, but I would definitely want to identify the problem area or the type of learning deficit. I would also ask the student what has worked for him in the past,possibly try to meet with the student after each lecture to give him the opportunity to ask questions and to ensure he comprehends the lesson, and encourage him to join a study group or pair up with another student.
With one of my students who has difficulties with certain types of correlations, we have recommended 3x5 cards. She was using different colors of highlighters in her book thinking this would stress importance, but it actually made it more difficult to understand. We asked her to write the concept down on a separate 3x5 card and then the meaning on the back. It seems to help because she has only the one concept at a time to concentrate on.
Meagan,
I honestly believe this is one of the best techniques as it helps us tap into those past successes for them.
Ryan Meers, Ph.D.
anthony,
this is great practice. We do need to make ourselves as available as possible so they feel "safe" coming to us for help.
Ryan Meers, Ph.D.
Dehlly,
this is a great point. If we know a student is struggling or might struggle, we need to keep a close eye on his/her performance so we can help early on.
Ryan Meers, Ph.D.
I always use this technique whether or not I may have students struggling with the content. I find that by using this technigue no matter what there are little to none of the number of students whom don't understand the content.
I then ask the class to explain the tougher concepts. I make sure we are all on the same page before moving on. On days that there a tougher concepts I remind the class that they may see me privatley if needed incase they were scared to speak up during class.
I ask them what instructors have done in the past to help meet their needs. I try to implement these things. I also ask them if there is anything I can do.
Many of my grammar lessons we do as a class, and I reward right answers (students are on their honor) with M&Ms or Reese's Pieces (Hey! My adults love it). With my ESL students, I can tell if they're getting it or not by the candy total, which I tally. If the tally is low, I'll stop and ask the ESL student what he or she had trouble with and walk over and explain in greater detail why a certain answer is so. Sometimes that helps, anyway.
I allow all students multiple ways to reach me, many times, students avoid asking questions in class in fear of looking "stupid," so I allow an open door policy, access to my email and phone or even afer class so. This usually creates a learning enviroment that is open and effective.
The range of student learners in the typical classroom covers an incredible spectrum. I can usually tell by the 2nd quiz which students will struggle in the course (the first quiz is not always an indication because students are not sure of my formating of questions, how I present questions, etc).
The students that have scored low, usually do not have the background/knowledge in correct study methods. If I give an assignment to review material...that is much too broad for these learners. I have found these students need direct and stepwise instructions of how to study, what to study, what to remember, how to make analogies, how to prepare for the quiz or exam, and how to test themselves. This is not a one-time action. For every section of the material, these learners need reinforcment of HOW to study. They actually have to work much harder than the average student or accelerated student. I have tried several times in making a request that if they do not understand the material, to come to my office for additional tutoring. These students rarely will come unless a definite appointment is made. I will now make a definite statement, such as, please be in my office after todays's class and we wll spend 20 minutes on ________ topic. They are now aware of what is required.
The other important aspect is repetition. By drilling a topic over and over from many different aspects, the student begins to understand the concept. I always want to student to then explain the concept to me. As I advance with the student, I will propose new scenarios were they have to use the concept. This process can be very time consuming but will be rewarding for the student.
* Learn as much as possible about their academic success and failures so I can have a better idea of their situation.
* Refer them to the appropriate person/office who can help them immediately.
* Monitor them constantly so they do not fall behind in my class.
Mark,
this is a good point as it can help build the confidence of the student & demonstrates that we do really want them to be a success.
Ryan Meers, Ph.D.
I have found that it helpful at times to allow those students with the same background to work together especially if one of the students can communicate in the same language( as an interpreter).
Edwin,
yes the more strategies or techniques we can use the greater chance teh diverse learners will have of grasping the content.
Ryan Meers, Ph.D.
I have found that using as many teaching techniques as possible helps to reach those students with learning needs. I try to combine reading with labs, with group work and find that they don't feel as stressed as if it were all focused in one direction.
Development of hands-on, picture oriented/ auditory tasks and true false testing with multiple verbal supports.
I have tried using vocabulary lists with students and have found encouraging them to create concept flash cards helpful for the repetitive reinforcement necessary for quizes and exams.
This seemed to add something extra for the more comfortable students...a reminder of a study skill which could be useful. It encouraged students to look for definitions and explanations of terms. I found the writing exercise (creating the cards) reinforced material retention.
The strategy I use most is to make new information relevant especially to the workplace. I also use alot of repetition, verbal and written as well as examples. This course has helped me in seeing other strategies especially those for ELL students that I will incorporate in my quest to help students succeed. I am always open to any avenues that will help me acheive this goal.
It is important to use word analogies when working with students with learning needs
One fact is that some students need to have the content modified because of their learning issues. I meet with the students early in their programs to let them know about their rights under ADA. Some students need some basic modification which allows them to excel. One of the most positive modications is teaching to their learning style.
