hands on is it! this is what works for me and i can use this to get the best results because it is what i use to learn and what we understand best is what we teach best. i dont mean it is the only teaching method but it is what works for me.
the biggest challenge is not supporting other students due to the amount of time spent with helping challenged learners.
Hi Warren! Great process!! It is a building-block approach with content reinforced, demonstarted and clarified by immediate application - see it/hear it, practice it, repeat if needed, etc. - I have found that it is also helpful when a student can see how what they are doing (specifically) fits into the processes or procedures of the "whole picture."
Thanks Warren for all of your discussions and observations in the forums!
Jay
ED106
I too have seen the "deer in the headlights look". I found a combination of 15 to 20 minutes of classroom instruction followed by a complimentary hands on experience in a lab environment, can take a complicated topic and make it easier to teach.The student is able to grasp the concepts when presented in smaller sections. Next, it's back to the classroom for the next idea, then out to lab again!
I will agree with you,more time is very important and having the right game plan to use.
having to spend more time with that particular student and balancing that allowable time with the rest of the students.
Being able to reach them on the proper level they need.
Usually the biggest challeng is identifing the disability, and or getting the information from the student. They are sometimes afraid or embarresed and do not want anyone to know of their disability.
The method that I have had the best results with is talking to them one on one and letting them know I am concerned about their education and I am just tring to help. This usually works good!
The greatest challenge to me is convincing the students that they can accomplish the task at hand. The method that has been successful to me has been the ability to make the student feel 100% equal with other students.
The greatest challenge is an unidentified learning disability. A lot of times students won't tell you they have a learning disability (and the administration won't clue you in either) OR students don't even know they do. Especially the older students. They just think since they've been out of school for so long, they are rusty or something.
I do like the suggestions for dealing with learning disabilities and think they can be useful for any type of student (especially older students) - i.e. large print, problems in boxes, etc.
Some students with learning disabilities are hesitant to make them known and will sometimes wait until they begin to fail tests using standard testing methods. Only after having failed one or two tests, and asking the student if there is any way in which I can help them succeed will they finally admit that they have a learning disability and that they even have an accommodation plan in place that they kept from me. I guess it's a pride thing, but it really shouldn't be since their disability in no way indicates a lack of intelligence. I think its fear that the other students will perceive their problem to be a lack of intelligence.
We deal with many students with reading disabilities or dyslexia and have been reading tests or giving oral exams for several years. The problem is that there isn’t always someone readily available to read tests. One of our campuses has experimented with the use of iPods and has had very positive results with them. We plan to implement the iPod option very soon. We will have a designated reader clearly read each test into a recording, then place each question on the iPod as a track. Each iPod will only contain one oral test. The student may take the test in the classroom with the other students and listen to each question on the iPod as often as she finds necessary. At the end of each test the students simply turns in the iPod with the test and answer sheet. I’m very eager to start using this new method of oral testing to see the results and the students reaction. The student is also singled out less by taking the test in the room with his classmates rather than being tested in a separate room for oral testing. This tactic may help the student feel more comfortable using his IEP accommodation.
The greatest challenge I have found is figuring out that a student has a disability before it's to late..Once they fail a test,it's to late. i have learned to closely watch my students body language and facial expressions. If a student gives me a negative signal,I may ask the a simple question during lecture. If the answer is a little foggy or incorrect,I will later pull the student to the side and offer tutoring and reasure them that I am here to make them successful.
Thanks for your kind words, Kristin! It is a pleasure to interact with so many educators who likewise share the passion for learning.
Jay
ED106
Hi Carroll! Having students expand on a question or topic is an excellent technique. Utilizing student learning groups may be an effective way to keep students current, balance activity, reinforce material, and keep students engaged as opposed to bored.
Thanks for your input!
Jay Hollowell
ED106 Facilitator
Wow. I love that way of explaining it! I think I'll use that analogy next time I'm in that situation. Thank you so much for your thoughtful input and responses. I can tell you are truly invested in assuring us all a quality learning experience, and I really appreciate your time and effort.
I have only the time allotted to me for the class. I have had to try to slow the pace of the class down but I run into the problem of running out of time to complete the lesson or allowing the other students to become less focused. I find that the best thing that works for me is to give the student some one on one with me after class to expand on the material.
The greatest challenge is keeping them current in the material and not letting the rest of the class get board.
One of the ways I have worked with this is to ask them questionsas as we cover the material and when I ask other students questions or ask questions in general I will ask them for any more input or what they understood from the question or answer.As the student gets use to this I can look at him and he nods or gives me some other type sign of understanding.This does not work in all cases but most of the time it does.
Hi Kristin! Again, your techniques and suggestions are excellent exmaples of working with students who have special challenges. In reference to your comment about students being embarrassed about a learning disability, I have often, when addressing it privately as do you, mentioned that a learning challenge is not an indicator of intelligence, ability or motivation, rather it is simply a misconnection as to how we process and assimilate information; sort of like a brilliant artist who can intuitively see the big picture and express the deepest meaning on canvas, but may, perhaps, have some challenge in connecting the details.
Jay
ED106 Facilitator
The greatest challenge I face in working with the student with learning disabilities is approaching them about it in the first place. I have found many students are not at all comfortable with self-assessment, and this is crucial if I am to asssit them in overcoming a disability. Pride is so often a key contributor to keeping the student from accessing the resources I have available for them. Of course, I talk to them in private, but having even me know of their struggle seems to embarrass them. I have a lot of students who are learning English but who excelled at school work in their native tongue. Once I convince them that this problem is a)only to be expected, b)quite common,and c)no reflection of their intelligence I usually have an easier time of it.
One specific instructional method I use is to ask the student to translate what they read into their native language, and then to paraphrase back it to me in English. This cross-translation helps them to make the connection. I often end up learning a some of thier language as well, so this is a double benefit! When I later try to incorporate a bit of their language into future lessons, I get feedback that they feel I am giving them respect...or at the very least, they get a good laugh at my expense!
Thanks Matthew; I would imagine that your method really helps to boost student self esteem and helps to "level the playing field."
Jay
ED106 Facilitator
