STICK TO THE BASICS
WHEN INSTRUCTING WITH DIVERSE LEARNERS ONE MUST STICK TO THE BASICS.START WITH TEXT BOOK,LITERAL "READING ALOUD" INSTRUCTION THEN LECTURE FROM THE TEXT,ASKING"DOES ANYONE HAVE ANY QUESTIONS OR COMMENTS ABOUT WHAT WE JUST READ?" OPENS UP THE FLOOR FOR MORE ORAL INSTRUCTION.WE WILL NOW SHOW VIDEOS ON THE SAME SUBJECT MATTER.THEN WE WILL PUT IT INTO ACTION,HANDS ON PRACTIAL.... NOW WE HAVE READ IT,HEARD IT, SEEN IT,AND DONE IT. IF ONE HAS NOT GOT IT BY NOW, THEY ARE NOT EVER GOING TO GET "IT".
This approach has also worked for me.
Most students have a need to be shown examples of practical applications so they feel the new knowledge is valuable to them
I agree- I see this as a reinforced learning experience. Using the senses is key- everyone learns differently.. and repatition never hurts anyone!
I find that pictures are a great way to reinforce and help not just ELL students, but all of them. whenever I can I take pictures or make videos that will help with the course content that I am trying to teach.
Hi Charles! Thanks for your response!
I would imagine that focusing on the practical applications really helps learners to comprehend and remember important terminology.
Jay
ED106 Facilitator
Show the students what the terms mean if possible. Since many classes deal in theory and assume that the student will be able to take the theory to the pratical, I would show the student the pratical. Example would be in Excel. Many times the terms mean nothing to the student, but to step the student through the information and show the student what each term means does help the student understand the term and shows the student what the term means on the worksheet.
Hi Charles! Thanks for your observations! I would be curious to know what additional assistance that you might provide, when necessary, other than the traditional defining vocabulary terms, etc.
Thanks again for your participation.
Jay Hollowell
ED106 Facilitator
I asm not sure that the student will never get it, but it does seem that way sometimes. Using the terms in lecture, making part of the homework defining the terms at the end of a chapter, assigning the next chapter(s) to read before class. Thse all help the student learn the material. Some students just do not catch on as quickly as others and I have to give them more assistance to understand the material.
Students will surely benefit from sticking to the basics. I also use the process of taking students from easy to complex ideas. In this way, students are better equipped comprehend required tasks.
I like this approach too (although I found it a little threatening when I was a new instructor - like my students could teach 'better than me'). If a student is having difficulty with a concept I find that giving a couple more examples of the idea 'in action' (a work example and a social example for instance) can help.
If that doesn't do the trick students will often voluntarily jump in and frame it in the way that clicked for them to help the student having difficulty. If no one volunteers I have had good luck asking "who can explain this in a different way?" - this let's students know that it's OK if they jump in. I think sometimes they're shy about butting in like a 'know-it-all' if their friends don't understand yet.
Hi Bruce. I like the approach, but I'm uncomfortable with a student's not ever getting it. I see that as the job of the instructor, so if it seems a student is having difficulty with something, then it's my job as a teacher to re-think how to get the p[oint across. That's just me, though. I know it's frustrating sometimes. Sometimes I see if there's another student who has some teaching background or is an oldest child. Often that student is willing is partner up with a slower learner as help facilitate. Then it's two different approaches instead of just one.
Mike Kalanty
Artisan Baker
California Culinary Academy
I don't think that necessarily means that the student is "not ever going to get it," but I agree that that is an excellent way to move through information and have students understand a concept best. The student that doesn't understand may require more individualized attention or different examples/applications to grasp the key point.
