when I work with students with learning needs I combine techniques that cover most of the learning styles ,I have realized that they learn more when I use the board with diagrams ,statements ,so that they can answer questions ,identify structures on a diagram on the board ,and if there are still questions we can continue to work on them ,giving them the chance to repeat what they do not understant several times and we have also the chance to repeat to them as many times as they need
I recently had a student who had difficulty with reading and writing so we worked as a team. I would have him read aloud and do work on the board so that he would practice his reading and pronunciation. I think showing patience and non-judgement helped alot for my student. I would always encourage him and point out how well he did other things, for example being able to recite things from memory and not have to write them down first. His confidence in his abilities and knowledge increased greatly.
Erik,
I think this brings up an interesting point, sometimes we may need to be okay with & help our students be okay with the fact that they aren't good test takers, but they can perform well in other areas & therefore it balances out.
Dr. Ryan Meers
I completely agree as I noticed Some students have the tactile ability where others suffer in the exams both however is a necessity in order to be a good potential employee.
I have a student in my class who has reading deficiency. She has a difficult time reading and understanding the content. I have tried to delvier the content in a simpler manner; using terms that she can understand. Giving examples associated to the content has helped her with learning the new concepts and material.
This is a bit difficult to do with online students, where the primary means of communitions is the submission of written works. When I find spelling & grammar issues I point it out and try to offer simple solutions. I try to build their self-confidence.
One strategy that I use is the outline and handouts. In addition in my presentation I show pictures and/or bring in props (examples) that help bring the points across.
In addition, another strategy that I includeis the recap at the end. In the Army we are taught that in the beginning you state the objectives you will accomplish and in closing you recap what was discussed, to include examples.
Another strategy I try to incorporate into my lectures, inservices or bedside teaching is interaction with the student or patient. I use an individual to help demonstrate the task.
Timothy,
I too find that stating what we are going to cover & the objectives for the session at the beginning & then revisiting them at the end is very helpful to all of our students.
Dr. Ryan Meers
I find encouragement and involvement helps. A quiet place for test taking also helps.
I try to implement a win-win scenario as much as possible when working with students with learning needs: I focus on positive reinforcement. I also try to trouble-shoot difficulties that may arise because of the special need. Sometimes I have worked with students who had limited ability to read but were incredible auditory learners. Once I worked with a student post-CVA who had physical disabilities which impacted his ability to type or learn 10-key. I worked with him on adaptation so that he could still be successful with a task but just in a different way than other students.
The first thing is being able to observe a learning need. If I am fortunate enough to recognize a learning need such as writing, speaking, inductive and or deductive thinking skills to name a few, I will assess if I or another resource at the university has the ability to help the student.
The skill set I see the most difficult with is writing. In an online modality, writing skills are paramount. Even in on ground education the writing skill is an essential requirement for the students’ success.
I usually grade on a 70% content and 30% for spelling, grammar, punctuation, word choice, sentence structure, APA, citations, references, organizational structure, clarity and logic. This allows what I believe is the opportunity to enhance the students writing skills as well as ensuring they have mastered the academic content of the class.
Al
Hello Diane
I have seen an number of universities provide tutors for English writing, math, statistics, Microsoft office, oral presentations, PowerPoint and APA.
When a university takes this vital step it provides us with something else in our "tool box" to assist our students.
It is so much easier to grade well written work than work that is less then well written. Good writing becomes a win - win. The student clearly benefits by improving this skill and we the joy of reading work well done. I much prefer they earn the A. :))
Al
Hello Erik
I have started to give a pre-test in the first class using an assortment of multiple choice, true - false, fill in the blank and short one to three sentence answers.
This is a non-graded assignment that provides them with a preview of what our tests will consist of in the weeks ahead.
Al
CHARLENE,
I think you've hit on a key point here. Finding ways to help these students be successful in different ways without just making it easy. You've given some examples of that very thing; the students still did the work, just in a little different way.
Dr. Ryan Meers
Alan,
I think this is a great strategy. As I read that, it allows students to succeed in the content area, yet they are still accountable for writing skills.
Dr. Ryan Meers
Alan,
again you've hit it on the head. The key is to get these students the help they need, if we possibly can, & still expect quality work from them.
Dr. Ryan Meers
When students see success and are modeled success they will succeed. It is paramount to help them improve and help them on this path. Positive and encouraging feedback is the best remedy. They have made a commitment to return for their education and it is essential we enhance and not diminish that spirit.
Some strategies that I have used when working with students with learning needs are providing the student with additional tutoring and classroom time. I always offer them an hour before class time to meet with me and I review the previous class lecture. This allows me to monitor the student understanding as well as give that student additional practice to be prepared for the new lecture. I also try to help them pair up with students who are above average achievers. Peer-to-peer relationship helps with providing those students with additonal help. Also, students sometimes learn better from another student.
Alan,
I like what you said here, especially your last point. We need to seek to help all of our students as much as possible considering many of them are making some type of sacrifice to be back in school.
Dr. Ryan Meers
The strategy that has always worked for me is making the time either before or after class to make sure the specific students are all right with the pace and material of the class. If they are not then we can sit down and go over the points that need attention.
