Hi Cheryl and all,
This is a great idea. I tend to have students write the first day. If they can not do something on the first day, it is better to find out than to wait until the first makor assignment is due. Often I use some type of ice-breaker, like interview two classmates and write a short (100 word) biography about them.
This is quick and non-threatening, and it shows me their skill-sets.
Hi Patricia and all,
Using the resources you have available is a step in the right direction. One thing that is frustrating for me is finding out that resources have been available two of three years after I have been working without them. Also, it makes sense to use resources rather than reinventing new lesson plans or trying to do everything yourself.
AS A NEW INSTRUCTOR I HAVE NOT YET BEEN ABLE TO ADDRESS STUDENTS WITH DIVERSE LEARNING NEEDS. HOWEVER, ONE STRATEGY I PLAN TO USE WITH STUDENTS THAT HAVE LEARNING DISABILITIES IS TO KNOW WHAT THEY'RE NEEDS ARE AND ASSIGN SHORT-TERM ASSIGNMENTS. AS WITH VOCABULARY WORDS, I WILL KEEP WORDS TO A MINIMUM AND DEFINE EACH WORD THEN ALLOWING THEM TO USE IT IN A SENTENCE.
Working with diverse learners like ELL students takes special tact and skill. I start first by acknowledging their intelligence and experience by learning about their backgrounds. Then I engage their interest by having them explain in English what their success and difficulty has been like in learning English and working with it.
Online, I'm not sure that I'm getting through to those with learning challenges, especially when they do not respond to my invitations to write me. I learn by reading their course work, as revealed by their vocabulary and syntax. I would be most interested in learning how to anticipate these issues in an online learning environment.
In general, one of the most effective methods for reaching a student that is not getting the lesson from the class is to restate the information in a different way, usually on a one on one basis. As simple as this is, I often find that it is the most effective way to address diverse learning needs. From there you can assess if anything else needs to be done.
This is done chiefly by seeing if the students are on task.
I have found I have many ELL students in my classroom. Many of these students are struggling with English and the content of my class. (of course, much of the vocabulary from my class is from 6 different languages as well)
I have found that if I observe a student struggling, I set time aside to meet outside the classroom one a week to go over their notes with them and assist in the pronounciation and definition. This makes them much more comfortable with the material and not being singled out in the classroom.
Starting with class number one, I conduct a short, but very simple, written survey asking a broad range of questions pertaining to the student's experience in the course subject, mixing in various lifestyle questions. This helps me to understand what inspires and motivates the student, their likes and dislikes and how they express (or not) themselves. I can learn a lot from the survey results and I feel closer to the students on an individual basis. Sometimes I will develop a plan/strategy for a particular student based on what and how they answer the survey.
I sit down one-on-one with the student and communicate that the classroom is "not a contest" to see who can perform the work fastest and that I am confident that by the end of the course, they wll have completed all the assignments and have learned what they need to know. I also make it clear that I understand that they have paid a good deal of money in order to take this course and that it is my responsibility to ensure that they gain the knowledge they paid for.
Identify the issues and learning style. When talking and communicating one on one tailor your content and approach to fit with the student for those specific learning needs.
As a fashion instructor, I would have to agree that individual motivation plays a key role in a student’s performance. It is not uncommon to find first year design students who have great design ideas, but are ill-equipped with the necessary sewing skills. Through Inspiration and motivation many students are able to work towards the end goal and are ready to take on the many challenges of sewing.
Yes I find that design students have great ideas but are ill-equiped with the neccessary sewing skills. The area that is so challenging for many students is the inability to understand the tape measure. Students today struggle with 1/16", 1/8" 1/4" etc. So mush time is taken up showing, explaining fractions. When teaching sewing classes I always relate the stitching technique back to the customer. "Would the customer buy this garment with crooked stitching?" My students really get it then!
I like to tell humorous stories from my past. It really helps students to remember details. For example when we make pate a choux I teach them to scramble the eggs before they add them into the mixer. I tell a story about making a large mixer full many years ago and forgetting to scramble my eggs. A yolk floew out of the bowl and landed in my pocket. I use my hands to show what happened as I pour the scrambled eggs into the bowl. Of course everyone laughs at me, but they always remember to scramble their eggs. I hear them say "I don't want a yolk in my pocket!"
Recently, I had a student who was having difficulty scaling ingredients for a formula.
The next day, I watched as he scaled items for the bread formula. It turns out that he was making very major scaling mistakes. By observing him carefully he was able to correct his mistakes. Today, his products and more important
his comfort level has graetly increased.
I have students fill up a feedback sheet (it is not mandatory for them to include their names on it) which helps me determine the pace of the class, content, their learning, areas they are struggling with etc.. This has helped me immensely in my classes.
As a fashion instructor, I would have to agree that individual motivation plays a key role in a student’s performance. It is not uncommon to find first year design students who have great design ideas, but are ill-equipped with the necessary sewing skills. Through Inspiration and motivation many students are able to work towards the end goal and are ready to take on the many challenges of sewing.
Hi Scott! For those students that may risk boredom, perhaps moving up Bloom's Taxonomy is a solution. While the more challenged students are working at comprehension of a concept, technique or application, other learners can engage in an assignment or activity that facilitates analysis or forming a judgment (higher up the pyramid).
For example, in Accounting while some students are mastering how to develop a Balance Sheet, other students who quickly acquired that skill, might take an incorrect balance sheet and fix it, or develop a presentation on how a Balance Sheet can be used to make informed business decisions.
I think this might reach to all of the disciplines, just some thoughts...
Jay
ED106
I think that giving assignments that help develop present skills is a very important part of the building block process as we help our students, step-by-step, in their mastery of a sequence of skills. It seems that so much of what we teach in the career education disciplines is process or procedure oriented.
Thanks for your comments!
Jay Hollowell
ED106 Facilitator
McKinley,
You are a wise teacher. I feel formative assessments are the best strategic awareness an instructor can have in the classroom setting. This is my opinion, but in order to engage we must have a strategic systematic search to determine the starting point for a systematic plan.. This assessment is the best starting point and has, I believe, helped me many times to be a better teacher.
James Stewart
I usually allow the student to lead me into their world then I get an understanding of their process. I can better guide them through concepts when I get cues from them.
I look at their work. As a lab instructor that tells me all I need to know. Once I have this information I give assignments that challenge their present skills.
Our college has an office that assist students in overcoming their disabilities. One useful strategy is that when students have trouble with language, they take course examinations in the office.
The coordinator there may read the questions out loud to the student, and the student is granted extended time to respond. As students progress in the college programs of study, they may find that they become more adept at understanding content as well as the words and are able to handle course material with greater facility.
Visualization in skilled based topics.
