To help students with learning needs, I have created handouts that streamline course lectures and text content into study materials. Students find motivation to complete these handouts because I draw a high percentage of my test questions directly from them. Additionally, as we cover the course content material in class, I point out word structure links to word meanings (such as prefix, root word, and suffix) in new vocabulary and the handouts I give students contain a written statement at the top reminding them of good study/learning habits (read, write, re-read, rewrite).
Scott,
This is a good approach as it helps them make the connections between the abstract & the concrete.
Ryan Meers, Ph.D.
Christopher,
You are right that this is the best approach especially when our resources are limited.
Ryan Meers, Ph.D.
Real life analogies seem to work best with me. When faced with an ell student, I will talk to them on the side and ask how they think they’re doing and try to make sure they grasp the subject.
The most important and effective strategy is to discover what has worked for the student in the past.
I use examples, and I also try to associate training aids with what I am talking about. I feel if a student can touch, see, and feel what you are talking about they have an easier time understanding what you are explaining to them.
Emily,
This is so true & the more patience we show with our students the more likely they are to stick with it.
Ryan Meers, Ph.D.
I have found that a certain level of patience and understand can go a long way in helping a student to feel successful and validated throughout their learning process, despite whatever challenges they may be facing.
I use the strategies for working with students with learning needs in a very similar way to any other student that I have in class. I teach a class in which a lot of new material including visual images and vocabulary is introduced. Usually, I give a lecture about the vocabulary first, then I repeat those specific words showing visual examples of the item. As I go through the vocabulary with visual examples being shown, I discuss each word and visual example using vocabulary to explain what they need to know about the term and what it looks like in visual terms. As the term goes by, they receive constant reinforcement on the vocabulary and visual images. Hopefully, this repetition of constant reinforcement will help them 'own' the vocabulary and the images into their own skill set.
Jeff,
these are both great strategies & ways to present the information to the students who may be struggling.
Ryan Meers, Ph.D.
I try to carefully walk through the material item by item making sure they understand the topic and material. Also the use of demonstration works well for those types of students.
I have had a students from Brazil and many from other Latin countries as well as many from Haiti. What has worked thus far in addition to verbal communication along with gestures in a moderate pace of presentation, I also provide visuals and before class is about to end I review what was taught with those I sense might have a reading deficiencies or difficulty in understanding concepts. I make a point of letting each student feel comfortable to talk with me and at the same time encourage them they can master this. Medical terminology is a different language and can be conquered, so can other classes. So far, I've managed pretty well.
I think the students that tend to get lost are those that cannot read the material at all. When this occurs, we try to offer tutoring of some sort. Totally agree with the section would state on short term, long term and working memory. This is an area that I strived to assist with my students by reinforcing how many additional resources are available with in the school.
-Chemo Faustino-Moraes
Darcie,
The analogies are a great way to understand the new ideas & terms.
Ryan Meers, Ph.D.
I love to use analgies and relate things to nature or food. These are things people can see and touch and understand.
Jamie,
yes, the real world stories are a great way to connect the material in the minds of the learners.
Ryan Meers, Ph.D.
I try to relate what ever it is I am teaching to a "real world" example this helps them to grasp the concept.
Rassiel,
this is a great example of adaptation & working with students with varying abilities.
Ryan Meers, Ph.D.
Fortunately, our department is close knit. As a team, we quickly become aware of students that have learning difficulties. Then we agree on a strategy to enable us to help these students.
I had a student that was blind and to start a conversation I would touch the student lightly on the arm and address him by his name to gain his attention
Using different techniques such as discussion boards help people with writing and learning.
