Hello,
I agree. Listening is key - I think it's important to make time, perhaps five minutes before class gets out - to allow students the opportunity to talk one on one.
Hello,
Groups can be an effective tools for working with students with diverse learning needs.
I usually give several non-graded diagnostic tests to determine student learning need.
One simple strategy I employ is to BROADLY discuss learning needs the first day. I discuss how different students, based on their learning style, might relate to the material. I also tell students that if they have a particular need to please come to me, privately, and let me know how I can assist them. Since, if I don't know...Usually after class, a student or two will stop by and let you know about a special need they have. Addressing the question to the whole class and addressing it casually seems to make students feel comfortable. Students' special needs are of course easier to address if you know about them ASAP. And when they come to you, it helps to evade some sticky legal questions.
I try to use as many real-world examples as possible to illustrate the topic being discussed. Each student has different experiences and using a variety of examples helps every student to find one to which they can relate.
As an instructor of a largely diverse student population, I have found that speaking articulately and slowly to them is beneficial in adressing students with diverse learning needs. I assess their needs by determining their abilities, questioning them about their previous work experience and observing their motivation in wanting to get the work done.
I ask each student to read a sentence or two out of the text book and listen to how the words are pronouunced and sounded out. Then I match the results of the first quiz and make a decision about their ability to process the material.
I will chat with our ESL instructor's and the person in charge of our tutors. Next I will ask a student that read the sentences clearly and did all right on the quiz if they would like to be an in class "tutor" and re-arrange the class so the person with learning issues is seated next to them.
Also I discuss with the student to met with me in the library and talk with a tutor about their needs for the course material.
I even ask them to read to me in the language they feel comfortable in to build their confience.
I wish there were other "quick cures" I could learn and use...
Initially, to start off the class I will create a timed outline that will show all course objectives to be covered for that day. Not all students can keep up when taking notes or examples off of the board. I usually tell my students that I will keep the notes up on the board for an additional 1/2 hr after the lecture to provide additional time if they need it. Students really appreciate this. I effectively asses a student learning need if students are asking me to repeat or clarify words in lecture. The best way to handle this is to speak slowly and clearly.
I talk to students one on one and see i they have special need.
I try to use different tools of communication to be accesible by the majority if not all the students.
My assessment starts as soon as I make contact with my students. From the first day, they begin to speak in front of the class and I have writing assignments due the next day. This helps them to become engaged in the class and it gives me an opportunity to become acquainted with the diverse learners. I treat everyone with respect and I know who needs additional attention. I find that when I do this, the students are aware that I am interested and they make a better effort in their production. I am also very careful to give time to my good performers.
On the first day of class, I ask students to tell me about what brought them to the school. I also ask them what they intend to do with their career and lastly, what experience they have with the subject matter in my class and what they expect to get out of it.
This will get them talking and I will be able to assess what their spoken language skills are and at what level they are in. It helps me determine the level of teaching necessary for that class.
We have a lot of students with diverse lerning needs, specially ELL.
First of all stablishing an inmediate contact with them, from the begining thry to make them fiel welcome, and that we are here to teach everyone.
Having the experience of English being my second language help me understand the situations a little more closely to home.
Eye contact is crucial, I ask my students to sit closer to the front.
Simple words and visualisation of the words applicaton to actions.
Constant follow up of their progress.
Help myself with visual help ( vidio, etc...)
Hi Donald! Thanks for your examples. Pairing up students to support each other in the learning process (provided that we select the right students as mentors) is an excellent way to help students who may need extra support. The residual effect is that it reinforces the concept or applicaiton for the student who is doing the mentoring - a win/win situation.
Jay Hollowell
ED106 Facilitator
One of the things that I do is to pair up the student with a student who is doing well. I also take the student aside to answer any questions that the student may have. By doing this, the student doesn't have to worry about others laughing at them. I also set the student up with a tutor that they may receive a one on one learning session.
This method has proven to be successful for most students.
I currently teach in a graduate program but it is still a non-traditional environment. Therefore, I encounter a wide range of skills and abilities. However, I am blessed that I work for an academic institution that specializes in the needs of non-traditional learners and, in particular, online learners. My students must complete an orientation which gives them an opportunity to assess their skills in various areas. The first course in the program also gives a ramp up opportunity for learner and professor to assess writing and language skills. Authentic assessments are used throughout the program so tranference is made. Upon identification of writing problems, students are referred to a variety of feedback mechanisms, learning labs, tutorial services, and self paced writing workshops. From my perspective as the professor, the extensive use of the discussion board and written assessments enables me to provide specific feedback and make student success lab recommendations.
Dr. Jeannette K. Jones
My strategy is giving them assigment to read, and let them write an short essay to expalin what they learn on that subject.
This way I know if everyone is first is reading the subject to if they can composed a nice free flow sentence and gramatically correct.
Then I know the assesment I can get from there is accurate. From the assesment I can get form them, I can used them as guide to help them strenght their weakness.
Jay, I try to determine in a subtle manner without putting the student on the spot, what type of learner they may be and what some of their individual challenges may be. I can then tailor my approach to them individually to respond to their needs more precisely. I also like to engage other students in discussions of questions that I pose that will hopefully help to put things in the "student context" that the challenged learner may more easily understand.
I can often tell in a few sessions if a student may be challenged and of course following an assessment it may become more clear. John Eliassen
Hi Marcia, thanks so much for the observations, sorry for the delay in responding. I too have found that questions/communication on a more personal level often supercede potential language barriers.
Also from teaching and training so much internationally, I have found that body language and expressing genuine interest in what someone else is communicating are ways to champion diversity and overcome language differences.
Jay Hollowell
ED106 Facilitator
In my introductory classes I give the students a plan for success titled "Take advantage of every opportunity to learn", explaining that for each topic, the course will have
Reading assignments (They will read it.)
Lectures (They will hear it.)
Homework (They will write about it.)
Demonstrations (They will see it.)
Lab projects (They will apply it.)
Quizzes / Exams (They will recall it.)
This repetition will help them learn it and retain it. I recommend that students:
o Read the assignment before class
o Focus on the lectures and demos in class
o Complete the homework and Labs as soon as
possible after the demos and before the
next class.
Students seem to be anxious about their own abilities at the beginning of a course. Assessing a learning need should be done as soon as possible when the course begins and can only be done by communicating with the students and by giving them initial assignments that can be submitted, graded and returned in a short time period.
I have not had much involvement with students who have English as a second language. I have had a great deal of experience working with diversity.
One of the methods, that has worked for me, is communication on a more personal level. For example:
1. What do you want to do with your life?
2. What do you stand for?
3. How will you achieve what you want to do?
These questions are best answered when working with the individual.
Our interaction can be very effective when assessing a student's learning needs.
