Usually there is a learning center that they can be referred to.
Give short assignments that help build the concept.
Provide many contextual examples for each topic.
Leon Guendoo
I encourage them to make time to meet with me one on one. I try to be about an hour early to class (depending on my schedule) and stay as long as my students need me. Many struggling students don't want their classmates to know they are struggling. This is an opportunity to ask questions and get immediate feedback without the watchful eyes of others. Since I teach English, I also encourage students to send me drafts of their work in emails, along with specific questions if they are struggling. Some students have told me they find this helpful as well. Finally, I try to be supportive. I find that many students with learning needs are afraid that they cannot succeed. Extra encouragement seems to make them want to try harder because someone believes in them. I wish I knew more about dealing with basic writers because I feel like there is more I could be doing.
chris,
I agree, rephrasing or paraphrasing can really help the students understand the concepts in a better way.
Dr. Ryan Meers
charles,
yes we live in a very connected world & I think it's important to make ourselves available to our students in a variety of ways.
Dr. Ryan Meers
I think it is important to state things differently when a student is struggling to comprehend a concept. Restating something the same way doesn't really help the student who didn't understand the first time. I have also seen study groups work very well.
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 cell phone so they can contact me and call me with any question. This usually creates a learning atmosphere that is open and effective.
I have implemented the I do, We do, You do stratagey. I find it is helpful for the student to get comfortable with the procedure to go through steps.
Just talking with the student to get a feel of how they communicate helps.
I have students that have a hard time with learning new medical terminology so I was given an idea from my dughters high school anatomy instructor to create boxes for terminology. The box is broken up into 5 individual smaller boxes 1 with the term word, 2 the definition in their word, 3 a sentence using the term word, 4 an antonym of the term word, and 5 a synonym of the term word. Now they all get the meaning of the word and not just memorize it.
Michelle,
yes the more variety we can use in our instructional methods the greater chance we have of reaching all learners.
Dr. Ryan Meers
allen,
this is a great strategy & sounds like it is probably useful for all students.
Dr. Ryan Meers
As I progress through a presentation I list critical steps on the board,defining any words that I feel will be new to the class,I point out the importance of the knowledge and skill requirment,and request they bring that list with them as a guide they can use when performing the hands on task.
I find that hands on learning works well because it is visual versus auditorial.
Deanna,
this is a great demonstration of trying to use a variety of methods to reach all learners.
Dr. Ryan Meers
this strategy worked recently with a fellow instructor. The student was having diffulty understanding pharmacology math calculations but informed us she loves to cook. So the instructor came up with the same problem using cooking measurements and the student got the answer without hesitation.
Understanding how our students operate helps a lot.
I have different strategies that I use for working with students with learning needs. It all depends on the student what I will use. I might have to work with them on pronunciation techniques because English might not be their primary language. Or they might need extra time on quizzes and test because they might have a test anxiety. I might have to work with them on letter/number reversals because they might have dyslexia. I also use flash cards, different voice ranges, pictures and several other things.
I work with quite a diverse section of students in the allied health field and have found where there seem to be learning needs, if I put the student into a study group with someone from the same culture, it becomes easier to identify the need. It seems for those of us who work with adults from diverse cultures, it is doubly important to try and learn as much about their culture as we can so that we can more easily identify with them.
I've used several different types of strategies for working with students with learning difficulties. I've used study groups, repetition, flash cards, etc...I've also talked to students individually to find out about them so that I can figure out a way to help them and get them engaged to where they will understand what I'm teaching.
I offer as much of myself to them as possible. If the student is able identify ways that I can present material that can help I will do that. If it is not something that will work for the entire class I will prepare this format for the student. I allow extra time for testing.
What if the time you give to the one student interferes with the learning on the other students. Do we single that student out who does not speak English well? This might be a time to have a co-partner amongst the students to give assistance to the learner as well as the instructor.
These students require information to be delivered in a slow and repeditive manner. Have students repeat information back to the instructor in order to visualize understanding.
