Using examples, and small work groups.
this is a great strategy & I'm guessing it really helps the students to open up.
LaToya,
this is a great idea. Some students may not know where to look for the extra practice, so if we can provide those resources, how much the better for them.
Ryan Meers, Ph.D.
Debra,
this is very brave of this student and as you pointed out, the key now is to make sure that you help her & find out what has worked the best for her in the past.
Ryan Meers, Ph.D.
I teach math in college and some of the strategies I have used for my students, is providing extra worksheet and websites for practice. I also make some basic notes that's easier to understand for them. I provide tutorials for those who need more one on one time twice a week.
The other day I had a student say (in front of other students) that she had struggled with dyslexia in the past. I praised her for admitting this, especially in front of the group, because often students fear judgment and won't speak up! This way I can now address her issues!
Bernadette,
the competition is a great strategy to take to help all of the students & even those who may be struggling. This makes the learning fun & taps into their achievement orientation.
Ryan Meers, Ph.D.
Provide interactive games that reinforces previous lectures. This helps out the students learning outcomes.
I am teaching medical terminology right now in my class so my student get about 60 to 70 new terms a week. However I have tried to make this fun and bring out the competiveness in my entire class by making it a game. So there is a first, second, and third place winner. So what they have to do is play the weekly game with the words and then on final day they take a word final and whoever gets the most right wins and I am shooting for a 100%. I have the students trying really hard to have that perfect score. Competition brings out the fun in learning.
Paul,
this is a great strategy & approach that will help to keep all students engaged with course material & work.
Ryan Meers, Ph.D.
We have a learning resource center and we use it often. I have found that a class in general has 3 groups. The upper 10%, the middle 80 and the lower 10%. We have a tendency to teach to the middle, try to challenge the upper 10 and work more closely with the lower 10%. I have used mentoring with the 2 10% groups and I have also created study groups with the lower 10%. In the study groups I have normally met with them initially then had them come to me with any needs.
well i will right things done for them and hold their hands, also get another instructor to come over and help them,so they can get another person point of view.
Ardiana,
the real world examples really are a great way to solidify the learning that occurs at the theoretical level.
Ryan Meers, Ph.D.
Examples are a excelent idea. Some students have the ability to grasp the concepts fast and some others strugle. Thus examples would help to clarify the concepts for students that have hard time to understand.
I have been teaching around 15 yearsin a vocational/trades type setting. I can see the increase in ELL students. Now I have some ideas to try. I am hopeful that that this training will be helpful to my students as well as myself and the school.Thanks.
Spending one and one time and creating special assignments that are more suited to their needs.
Heidi,
I think the real life demonstrations are a great way to help a variety of learners.
Ryan Meers, Ph.D.
I have used many strategies. Some of my students need a demo to understand the concept better. their may not understand the words very well but when they do it, the concept clicks.
Brian,
I think this is a great strategy. If the student discloses about a learning need, you can also ask them what has really helped in the past.
Ryan Meers, Ph.D.
I try to approach in many diffrent ways on how to teach a student with learning needs. First I figure out what way works best for them. You have a visual learner, then there is a people who learn by direction or explination, and fianaly Kenetic learner whom is hands on learner. I useually determin what that particular individual falls under and then proceed with their learning needs.
