I like tht technique too. I will try ghis in some of my other classes
Lawrence,
this is a great strategy as it also helps reach a variety of learning styles.
Ryan Meers, Ph.D.
I,m thinking about using a picture sheet with items pictured that are relavant to the course.By putting a line beside the pics I can have the students write the correct identification beside it with room for their personal notes for clarafication.
Marie,
this is a great technique & really goes along with good test construction. Often questions on surveys or assessments are asked a couple different ways in order to make sure the participant answers consistently. A great way to test that knowledge.
Ryan Meers, Ph.D.
I have not been faced with a true learning difficulty I don't think. I have allowed students to take a test on paper instead of scantrons to get them past anxieties. As for English as a second language issue I find that much of my specific profession can be taught by hands on examples and patience.
Some of the strategies I have used when dealing with students with learning needs include:
1. Involving students in designing and selecting learning activities and grading criteria
2. Offering multiple learning activities that stress alternate learning styles (auditory, visual, hands on, etc.)
3. Giving frequent feedback, positive in public, negative in private when appropriate
4. Build in time for review, review, review. Repetition in the different learning styles has been key to success
5. Accommodations made do not single out any one student but are provided for all students. Examples: additional learning activities, time limits, etc.
In spite of these efforts, I do feel that in some professional programs there may need to be specific standards or academic requirements that need to be met before a student is accepted into the program.
Recently, I had a student give an oral report to the class who has a very strong accent. It was interesting at how the students responded to her. There is a question and answer phase. One student asked a question and the speaker just didn't understand what she was asking. I asked the student asking the question to see if she could reword it for the speaker. Then I asked for a volunteer to see if they could ask the same question another way. This experience let the students see how they understood what was being asked and I was able to test their knowledge at the same time.
1) Create a short list of vocabulary words with definitions.
2) Use pictures in lectures and PowerPoint files as much as possible to explain or introduce a new idea. Mainstream learners also pick up new information quickly with this method. Many students do not like/practice reading and avoid words -- so pictures are the primary way they learn.
3) Break ideas down into small chunks.
4) Review the new ideas. Review how to apply the new ideas. Review how to study for a test. Review the main ideas that will be covered on a test. etc. All students like review!
5) Also try to engage the student outside of class in a casual conversation, to understand personally what their challenges are: non-native English speaker vs. actual, documented learning difficulties. Talking to the student outside of class helps build rapport with them, and helps them feel comfortable enough to ask for help, and ask questions in class in front of their classmates -- sometimes another difficulty faced by students with learning needs.
Marita,
this is an ongoing challenge. The more we can help these students slow down & process the information the greater their chances of being successful.
Ryan Meers, Ph.D.
I frequently have difficulty understanding what students are saying. With time, this becomes easier. I find that these language barriers arise frequently during testing, when students do not know the meaning of words.
When students present with learning needs, it has been very helpful to me (and to the students, I hope!)to assist them in doing a self-assessment of their learning styles and percieved weaknesses. This sets a framework to move forward in teaching them in a way that will maximize their learning.
I usually have more than one way of explaining something. When working with students with learning needs, I will try different ways until I found one way that works with them and I will continue to use the same way.
Keli,
the individualized attention is a great way to help the students & make sure we are catching problems earlier on.
Ryan Meers, Ph.D.
I teach and then take special time with each student to make sure they comprehend what was taught.
marlene,
this is a great idea. We need to remember that our job is to help the students learn & retain the information, not to wow them with our ability to use big words.
Ryan Meers, Ph.D.
one strategy I find useful when working with a student with a learning need is breaking down phrases or words. Being that I teach a medical class theres alot of termanology that can be understood better when broken into two words, making it easier to comprehend for those with learning needs.
I find that by putting terms into simple samples of use, they remember more than not. Then I give them the chance to relate to their experiences, and start to teach others. With support and encouragement everyone in the class tends to understand longterm.
I encourage study groups with their peers. Also a great idea is individual tutoring.
I take the time to get to know the students. This helps me learn the type of language they use on a daily basis, then I can use words that I know they understand to explain things to them. This same stratagy goes with listening to their experiences and stories.
Andrea,
this is a great strategy to really reach the variety of learners that are present in any given classroom.
Ryan Meers, Ph.D.
