In the nursing world you find a lot of diversity, and language imperfections. I generally try to find out where is the student fluent(language wise). I try to break down the terminology, give them a list of words at the begining of the term and will work on a daily basis with 5-8 words in the list and will give examples. This works the majority of time. I also look at the students background, culture and customs.
I have first hand knowledge of learning disabilities.
Long before I became an instructor my youngest son was diagnosed as being dyslectic and despite this has become very successful.
I use this as motivation for my own students.
Visit an elementary, middle or high school and interview or observe diverse learners during college breaks. Take notes and discuss with other instructors in these academic settings what strategies they use to effectively teach to the diverse learners. Then, try to implement some of them into my postsecondary classes.
Greetings Jaime!
I had an interesting conversation with a colleague this morning and he made a great observation. He suggested the best approach in the classroom is generally treat the class as a unit by providing the same information to all and then assist those students you see that are struggling. Further, he feels what equally as important is keeping students excited about and engaged in learning. What do you think?
keep up the good work!
Jane Davis
ED106 Facilitator
I believe that getting to know my students, their "life story" often gives me some clarification on who they are and how they fit into the classroom environment. Even with diversity there is usually a common denominator: Motivation. They may be from diverse cultures or upbringings, but they are in my class which shows that they are both motivated and are teachable; it's up to me to bring it all together.
I get to learn the most about their learning needs by just one on one contact. I frequently am checking their written work to see if there are any cutltural or language issues I see. A lot of my students do have english as a second language, so I'm constantly trying to help them with grammar and spelling. You find out sometimes that students will need help with very basic things like math and spelling.
The first day of class, I give them a baseline test to access their skills. This gives me knowledge as to where the student stands and if any special needs are necessary. Then I talk to each student individually to understand his or her needs. This is also beneficial to all students and everyone seem to be treated the same without being singled out or embarrassed. It becomes a good learning experience for all involved.
Talking with the student on an individual basis is a great way to understand their needs. Also, giving them a baseline test to access their skills may be a good way to see if any supplements are needed. It is also beneficial to other students to see experiences and cultures of foreign students or students of a diverse background. It can be a learning experience for all involved.
Through communication at the beginning of the course. often times, Spanish speaking learners will do much better on a short answer questions exam than on a multiple choice exam. This is the way they are tested in their naitive countries. As a professor that is attentive to these different strategies of learning you might want to consider developing an exam tailored to maximize the student's potential.
First of all patience is a great trait to have when teaching diverse learners; it is also very challenging you never ever know what is going to happen you never ever know where the lecture is going to go-it is fun
I always assume that all of my students are diverse learners, and try to structure my class to appeal to them by going over things in the curriculum in various learning styles. I also try to apply this to those people who have limited English proficiency, as I feel the repetition of concepts in many ways helps the learning process
Direct and frequent individual communication including general as well as course specific subjects can assist the trainer in assessing the needs of the diverse learner. Students that have basic language and vocabulary skills in the ELL have usually developed "coping" skills, and the instructor can tap into these skills and help the learner adapt these skills to the training environment.
JoAnne O'Fallon
Here are some ways of helping diverse learners:
1. ask students to introduce themselves to learn about their background.
2. try to get rid of the language barrier, so everybody thinks in English.
3. ask students what difficulties they encounter in your class as far as the English language is concerned.
4. create a nonthreatening environment for all students including ethnic minorities.
5. get an idea of a student's language and vocabulary, especially grammar and spelling.
Thanks.
Joseph A. Rosales, Jr.
Asking questions during class is one effective way to learn about students needs, I receive feedback on their ability to understand the question and also on their ability to formulate the answer. I also let the students know that I am open and available to discuss difficulties that they may be encountering in the course, in this way they can also approach me spontaneously to let me know about those difficulties.
Giving the studet the opportunity to tell you how they learn best will provide much needed insight into how they learn and what methods have worked for them previously. It is much better than trying to re-invent the wheel.
I have been working with students from a variety of different countries for many years now. And the one fact I do see as universal, is their lack of interpretaion of our language as it applies to their chosen field. I try to get to know each one on an individual basis. I really work hard to create a non-threatening environment in the classroom so questions will be asked. I do special tutoring and incorporate English learning into the tutoring class as we have so many medical termns that are used in nursing. And unfortunately, the language barrier is a commonality of State Board failure for many ELL.
I teach in a diverse setting of students and I have to find ways to connect with each one. If I see a student that is struggling I always take the time to meet with that person 1 on 1. On the first day of class I always announce that if there are any special needs to please meet with me before the next class.
In the online environment in which I work, we are told with an icon next to a name in the student roster who is handicapped. There is no indication of "diverse learners" except handicapped.
Then we get an email describing the limitations of the student and a form we fill out and fax back in which we acknowledge the persons limitations and list what we will do [if requested by the student] above and beyond normal classroom activities. The things I list are:
1. email and texting support [I do that for all students];
2. allowing late work to be turned in with no late penalty;
3. supplying a copy of my powerpoints if needed.
Finally, many online students have bad English spelling and grammar skills. I tactfully suggest to ALL students that they are preparing for a job, so they need to be able to write a resume and submit to a job interview where they need to display a good grasp of the language, both written and oral.
I point them to many links in the classroom to help, point out that they should write their text in Word first, then spell and grammar check it using Word before cutting and pasting it into the email or post.
This is as close as I get to working with Diverse Learners.
In my opinion, listening to the diverse student can provide understanding of the learners needs.
To learn about the needs of diverse learners you can have students introduce themselves and talk a little about why they are in your class. That may give you an idea of where they are coming from and their goals. Also always encouraging students to come to you for one-on-one help or questions is important I think. Not all students are comfotable asking questions in front of the entire class, especially if they feel they behind many other students in their abilities. Being available in person and by email is important to those shy students so that they can seek help.
