I'm currently a clinical instructor. So, for those that had problems in the classroom with theory it's the opposite with practical hands on in the field sometimes. What I've learned to do is just meet the student where they are. I use repitition strategies for reinforcement of previously taught information.
I agree that students do respond better when working with peers or in a peer group. I try and give as much attention and help as I possibly can but sometimes it's difficiult in an accelerated learning environment to devote as much time as I would like to. So peer groups help tremendously.
I usually spend one to one time with the student and try to evaluate what is the core problem. Also I as a instructor needs to gain trust with the student so that student can confront with the needs and accept it.
jesse,
this is a great example of how the balance of telling & showing can be used to really help the students. I would say that many of our subjects have a "showing" aspect, it just may look differently for different topics.
Ryan Meers, Ph.D.
Using real life examples has worked well. By putting things into perspective helps with understanding. We try to help these students with tutors who have triumphed over their diversities.
I am fortunate that I teach a hands on skill. I can tech my students by practical application. If I cna't tell them what they need to know I can show them what they need to know. I realize not everyone has this option, but fortunately, I do, and I have made good use of it.
I too have a learning disability; I try to work with the students in that way I learn the best. I work very hard trying to give each student different ways I give out information so that I hit each students learning method. Those students that struggle, I get with them one on one and ask them to help me help them with the best way they can understand and apply the skills need to get throw the course.
I have not been a successful with the ADHD student. It seems that no one approach works for everyone.
My brother has severe dyslexia. I have gained a lot of experience with this learning disability over the years. Going over vocabulary words, and saying everything out loud and repeating it over and over really helped. Also simplifying definitions and getting rid of extra verbiage that would just distract and confuse him really helped.
Linda,
I really like the idea of using analogies &/or the real life examples. These really do help the students in applying the more abstract concepts outside of the classroom.
Ryan Meers, Ph.D.
I meet with before or after class to go over assigned assignments to make sure they are clear on what and how to do the assignment. We also discuss ways I can help them with better understanding of ways to do assignments and for them to get better at it as we go forward in the course
I try to have a two different ways to explain a difficult topic. I use analogies to how this particular topic applies to our field. I also define it in a sentence. Sometimes I also add my own experiences to help add some interest.
Kathryn,
this is a great idea as it meets them where they are & then we are able to engage them more effectively with the course material.
Ryan Meers, Ph.D.
My students with learning needs tend to fair well in laboratory skills but struggle in the academics portion of a module.
The only issue I found at this point, with students who spoke English as a secondary language was that I needed to go over their resumes and cover letters prior to submission because they wrote English with a Spanish dialect and it did not read very well.
The hard part in teaching my class is not English but Latin and Greek in which medical terminology is spoken. That is a true challenge.
i would like to change tutor also, study groups with upper classmen would be a great way to do this, wish me luck
I use examples, but I also have students work together in small groups. Through sharing of experiences, students learn from one another and help each other to grasp concepts
Find out what they like or what their favorite band is or what they like to eat. Then I try to relate the learning topic to something that they care about or can do so it is a practical way for them to learn.
I agree, I use examples and this method seems to be working well.
When I see a student struggling with reading comprehension especially during a test, I will actually read the question for them and then have them read it back. By doing this I make sure they understand both what question and what it is asking. Some individuals also respond to applying the term or word better if they can see it used.
I agree with the use of examples as much as possible. It's a tight rope to walk sometimes to when you have students who can't read well or speak or comprehend English. Also the students who naturally speak English are just as challenging since some of them can't read or write at the desired level.
