I like to use visual aids and also pass around items so they can relate to something physical to go along with the visual, helps them get a better mental image. if they are having trouble with getting it, i will break it down into smaller parts. keep adding elements until they can fully comprehend the whole concept.
The basic reinforcement strategies I use are
1.Talk about it.
2. Show it such as pass around a traing aid.
3. Let them apply or work on it in a lab.
The stuggling students need more time to be successful. I generally will ask them if they can stay late or come in early to give them the added time for understanding.
Student with learning disability can frustrate both an instructor and other students since lots of time and attention is spent on them. The solution is that extra hours should be reserved for such students in the form of private tutoring which brings them to the level of the class and avoid frustration in the class. I think the Federal law does not extend special treatment for disabled students after the age of 21. The school should find the means.
Each student has strengths and weaknesses but buy using several methods of teaching you can keep every student engaged and wanting to learn.
I try to set up a learning environment where each student wants to help other students to learn. They
All take owner ship of their learning and they learn by demonstration and participation.
I use a lot of question answer routines. I employ visual aids to introduce new material. I make time to work with the students one on one if i notice that a student is having trouble with the material.I am very accesible if the students request more information or practice.
Hi Daniel!
There's that teach, repeat and reenforce strategy again. It works every time.
Keep up the good work!
Jane Davis
Ed106 Facilitator
Hi Leonardo!
You sound very perceptive about the needs of students. I am convinced that without this trait, instructor are as likely to be successful nor will students.
Good job and keep up the good work!
Jane Davis
ED106 Facilitator
Most of my students come to my class already with an idea of what helps them learn. The student inter acts with web based courses, then I leacture the information and then the labs reinforce new concepts presented in the class.I review all the lab stations completed to help make sure the student have got the concepts the course was presenting.
Most of the labs reinforce new concepts presented in class.I usually review the lab sheet so the student understands how the class material and lab work together.I also use a review at the end of each class and lab.
By the time students get to my course they know what learning method works for them. The way my course is set up, the learning material are being presented in three different methods. First they read about a certain concept, then I will lecture about it, and then we perform the concept hands on. I first list the objective of a certain topic and then find out what learning method works best for them. I then tailor my tutoring sessions to their learning style until the objective has been met.
Hi Gregory!
GREAT job! Instructors have to be all things to all people and then we instruct or is it the other way around?!?!?! Instructors not only play a vital part in instructing, but helping students know their own value and providing "lots" or positive reenforcement.
Sounds like you are doing a great job!
Keep up the good work!
Jane Davis
ED106 Facilitator
Hi Terry!
What pre reg. review do you use to guage knowledge?
Thanks and keep up the good work!
Jane Davis
ED106 Facilitator
Hi William!
Repetition is the foundation to classroom learning. Then is a student is able to transfer that knowledge into action significant learning has taken place.
Please share any special rreinforcement strategies that you employ for increasing learning.
Keep up the good work!
Jane Davis
ED106 Facilitator
We often don't know what kind of students we will have in each class and may need to be flexible in teaching the material and the pace at which the concepts are presented. Since we have such a short time frame per class this adds additional challenges. We often have just learned the names of all the students and know them a little bit in the 3 weeks of class.
We issue a syllabus for the class the first day and also go over all of the needed objectives to be successful. Often I will give a pre-test of the material to get a general sense of where the class is as a whole.
Reinforcement strategies used are quizzes, tests, Study guides, matching task, and class demos. Questions are asked to the students during lecture and lab on a random basis. For any student who is struggling, tutoring is available. I often offer to and have come in early and stayed late to accommodate a student if at all possible. If students come in with an accommodation it does make it easier because the method that has worked has been identified. The challenge with many of our students is that they have poor reading skills and have not been taught "HOW" to study or test taking skills. I start by questioning the student and giving them familiar scenarios,and usually we can figure out a method that works. The biggest issue is often motivation, lack thereof.
I like to use a pre req. review to gauge the knowledge of the class. I can identify the students that are struggling right at the beginning. Any time a students lets me know of a leaning disability early on it is quite helpful to cater to their needs and learning styles.
The main reinforcement strategies that I use are 2 1. repitition to help them understand the material and then hands on application of the spoken about tasks.
Most of my labs reinforce new concepts presentedin the class.I usually review the lab sheet so the student understands how the class material and lab work together.
Repetitiveness is one way to help students retain new information. Showing examples of the information on the board helps very well for me.
giving the students a "pat on the back" went they seem to pick up on the information.
When I have a struggling student, I will attempt to break down the procedure or lesson to it's simplist form to help them understand. Another thing I do is try to relate the info to something that is familiar to them in their daily life. In most cases this means I am doing a one on one with the student which means we are usually working before or after class.
Hi James!
I really like your strategy AND it sounds like it could be a lot fun! When learning is fun and students feel a part of the learning process, I am convinced that students have greater success.
Keep up the good work!
Jane Davis
ED106 Facilitator
