LeJean,
yes this is a great little trick to help set the info off.
Dr. Ryan Meers
A large percentage of my students have difficulty with terminology inherent in my speciality due to a language barrier. I give the students a list of terms (usually only about 4-5 words) that will be invloved in the next lecture/discussion. I have them find definitions and then discuss the terms at the end of the current session. This helps the student to prepare for upcoming materials.
I touch base with them often, and ask what helps them the most. Some do have the ability to have extra time if needed on tests. I particularly liked learning about the boxes around text so that a student can focus better.
Nancy,
I would agree that safety is one of the biggest areas of need for these students.
Dr. Ryan Meers
When working with these students they need to know that they have a safe learning environment where they can ask questions. Also, after a difficult lecture I like to take time after class to answer their questions.
Students in our nursing course are exposed to hundreds of words (medications, diseases/conditions, etc.) that they must develop competence in pronouncing and defining. I have introduced utilizing howjsay.com as a way to repetitively practice pronouncing these new words. As I work with (and tutor) students who are ESL learners, I find they use web sites designed to help them translate words. This helps them begin to "own" the English word, and then add meaning to the definition and application of the word. I appreciate the posts in this forum, and will definitely incorporate vocabulary lists with each teaching session, using the ideas presented here. Thanks!
I always reflect on past experiences the student may have had. Including current obstacles that they have overcome while attending classes.
I ask students to see me one on one and I listen to check for understanding and assist with any difficulties in comprehending course material.
I ask students to see me one on one and I listen to check for understanding and assist with any difficulties in comprehending course material.
shauna,
I think the more variety we use in our instructional approaches, the greater chance we have of helping all of our students.
Dr. Ryan Meers
I try to understand what their goals are so that I can help them reach those goals. I look at exam scores and sit with the students individually to go over the questions they were not successful answering to ensure comprehension.
i think by repeating and then summarizing at the end of each class helps, people enjoy the recap.
First of all, I feel that students with learning needs must receive one on one tutoring. It is too difficult for them to process all of the new information they receive in addition to learning through their disability on their own. Additionally, extra patience must be practiced with students with learning needs. I have seen too many instructors become irritated and short tempered with students, which only further frustrates them.
The one thing that you talk about is students with language difficulty. I have had students who were deaf. It just so happens, that i do know sign language. So while teaching the subject matter, i use sign language to help the deaf student, and i have found that my other students are learning not only the subject matter, but also sign language. My deaf students have helped me learn new signs for the field that we work in, so it has been a win win situation for all.
I use kinetic techniques as well as lecture. We also get in groups to help assist one another in our disabilities and usually group the student with other students that they are comfortable with learning. We do hands on application and real world experience in hope that each student become well rounded.
Khalid,
I think this is a great way to try & make a run at more challenging concepts in a variety of ways.
Dr. Ryan Meers
Adrienne,
I think all of these demonstrate your willingness to help your students & I'm sure that is noticed by them.
Dr. Ryan Meers
I have many students with ADHD or test anxiety, I will verbalize tests with these students and break down the questions in a very simple format repeating how we had applied the content in class and letting them problem solve the questions based on that content.
When a student is unable to understand a question, I re-phrase it, or break it up into smaller parts. Sometimes, I ask a new question on the same topic, then relate it to the original question.
I have many students that have somewhat of a language barrier, I will definitely try this technique. It sounds so simple, will reply once I try it out
