Hi Jacqui! Bravo! Bravo!! This is an outstanding and creative example of how a little variation in instructional delivery can make all the difference in the world, particularly a student's self esteem.
Jay Hollowell
ED106 Facilitator
Hi Jose! Thanks for your comments and for your participation in the discussions. I think you have addressed the number one key to working with student diverse learning needs - getting to know them professionally. It's amazing what experiences they can bring to the table.
Assessments are, of course, an effective method for determining learning needs, but your point about asking them about previous experiences is particualrly interesting. I have often had new students simply write down their career goals, expectations, anticipated hurdles, and what, as a resource, would help them the most in the learning environment. This exercise often brings a lot of things to light, plus as a residual benefit, I can tell a lot from how they write as well.
Jay
ED106 Facilitator
I agree, it is imperative to make the student fell they are treated the same as everyone else.
Hello Jay,
My strategy for addressing students with diverse learning needs is to try to get to know all of my students as quickly as possible so that I can implement a teaching method that will be easier for most of them if not all, however, there will always be a few Students whose learning methods may be different, for those students I try to go over the material at the end of every class.
The way that I assess student learning needs is by asking them questions about previous experiences, by getting to know them, by the way they respond to questions, and thorugh their test results and most of this takes place on the first day of class.
thanks for the opportunity to participate.
I teach a FD pattern grading class to adult students. For the first time I had two students with learning disabilities who were having a difficult time conecting the mathematical charts to the manual machine movements. It was also hard on them as they watched the remander of the class move forward quicker than they were.
I worked one-on-one with the team and together we went back to the B/W chart and color coded each of the 8 movements to see if it would make it easier for them to focus on the step-by-step maneuvers. It worked! They were so happy because everything started to click and though it took a few extra weeks of catch-up, they achieved their goals and passed the class with above-average scores.
Hi Racquel! Thanks for your comments!
You have raised an important point about instructional delivery - tapping the different learning styles. Though your program relies on mostly visual supports, given the discipline and environment, it is good that you also adapt your delivery to the auditory and kinesthetic styles!
Jay Hollowell
ED106 Facilitator
I agree patience. I do have special need students that are in the class. Initially they thing a design course is an issue course to take until they realized that it’ more than drawing. It’s a lot of research, learning software tools and design strategy. Once they realized that and they can choose to stay, then I’ll be there to give them the extra support to be success in the courses.
Although not of my student is visual learner (designers). There still those who l learns better in other delivery: audio, kinetic. I like to give the class all of these. In the classroom we do have multimedia of the topics. I breakdown the assignment and topics in the beginning of the week and I also show sample and talk about the topics and how it relate to the assignment. Having said that, the most successful learning delivery for my group of student is still visual, I guess that is why they are in a visual communication program.:-)
My most challenging student was one that had a physical problem. In our class he had to "flip" food in a saute pan as part of his learning competencies. His problem was he had surgery on his right hand and wrist and was not effictive in performing this task. To make it simple I explained to him to consider using his left hand which had full range of motion. It took some time on his part, but with practice, he came along fine. I know for him it is not as comfortable as using his right hand, which was dominate but, make the changes and be successful!
Dicuss with the student what has worked for them in the past.
The only thing that I have found that will help is Patience and for them practice. I get extremely frustrated when I enounter students in a upper level college class that do not have command of the language and do not show a strong motivation to bridge the gap. I have to continually remind myself that I am here to help them learn no matter where we start from. Many do not make it though the course the first time because I cannot hold back the class or have double standards.
The best strategy that I beliveve that works is listen and observe the student so the instructor can be there to help.
We have a rubric and competencies to assess student learning needs.
Spend time with the student and spend time observing the student. Be openminded and you will get some idea of the students strengths and weaknesses. Frequently check with student to ensure comprehension. When help is needed try to do so utilizing the students strengths.
Once again spending time observing, then discussion.
Spend time with the student and spend time observing the student. Be openminded and you will get some idea of the students strengths and weaknesses. Frequently check with student to ensure comprehension. When help is needed try to do so utilizing the students strengths.
Once again spending time observing, then discussion.
I like to spend at least 10 minutes per class with each student. This allows me to get to know each student as an individual and asses their learning need in a one-on-one situation. I believe it also relieves pressure from the student so they can ask questions that they may be hesitant to ask with everyone listening.
Hi Barry! This is a very interesting approach! The research assignment has an expected, definitive outcome in its own right, but the process itself in writing it yields information about a learner's cognitive, language, and critical thinking abilities. Could you tell us a bit more about the reserach assignment? Is it discipline specific? Does it involve investigation and interpretation on the student's part, or is it more of a survey or summary of information? Does the student choose the subject?
Thanks!!
Jay Hollowell
ED106 Facilitator
Hi Carol! This is a great observation. It is always good to hear when faculty and staff members work together across the board to support students, particularly when challenges are involved. Thanks,
Jay
ED106 Facilitator
Hi Carol! Thanks for your comments! I too have found that using types of diagnostic tests is very helpful in working with students who may have special needs (disclaiming though that I am not a psychologist or disabilities expert). I'm curious, what formats have been followed with the tests that you use; what areas have they specifically addressed?
Jay Hollowell
ED106 Facilitator
I give diverse learners a research based assignment, from which they must produce an outline.
This demonstrates their cognative ability, their language understanding and their ability to follow instructions. Most must be given clarifying instructions which in and of itself produces the first assessment. Further their research on the topic and their ability to sumarize and synthesize is considerably more telling in an assessment then the (Public Speaking) presentation itself.
Hello,
Working in conjunction with student services or the tutoring center is the key to helping students with disabilities.
