Kevin Duden

Be flexible and allow students to participate in the process how they see fit (with some guidelines).

I often talk with colleagues about ways to make the learning process more individualized rather than "cookie cutter." Maybe starting the program with an executive functioning lesson might help; have them set goals for what they want out of the program.

In my situation (a prison setting), I try to be aware of the different learning styles; auditory, visual and kinesthetic. My lessons are all on PowerPoint (visual), I read the slides aloud or more often have the students do it (auditory), and we have written worksheets that are often done in groups (kinesthetic). One weakness is that we have Spanish speaking students and the best we can do is allow them a translator.

I had a college professor years ago who allowed us to write a term paper or type our notes as part of the curriculum. He did this because had many foreign students who did not speak English well. I think this was likely a lowering of the standards, but he allowed everyone to choose rather than applying a different standard. I think that's the challenge here. I don't think it would be acceptable to allow a different standard for one group and not the other. The student should be able to choose.

Some of this seems to repeated info and I'm forgetting all that was covered today here but I like the idea of takig notes about what works and doesn't and keeping the lessons changing and getting better over time. Sometimes I like getting into a groove but it can sometimes become monotonous. 

Just be organized and understand why you are teaching what you are teaching.

Planning will aid in execution of the lesson.

Early on there were some compression issues but once I had the material down, it goes pretty smoothly. However, I am changing some lessons (cramming several concepts into one lesson in order to offer a real-life simulation), so I will likely be dealing with that issue again.