I too work in the trades and hands-on does give you the ability to start with easy tasks and to increase their confidence and make them aware that you care.
Kerri ,
these are all good ideas & show your willingness to help them.
Ryan Meers, Ph.D.
Karl ,
yes, this is one of the big advantages of working in these fields & areas.
Ryan Meers, Ph.D.
Strategies for working with students with learning needs involves the instructor first establishing what learning needs the student has. If the learning needs of student is not properly identified, then there is no way the instructor can properly help the student. After identifying the learning needs of the student, the instructor should try his best to teach the material to cater to the different learning needs of the student or provide extra sessions to cater to this needs if more help is needed. Furthermore, the instructor can also talk to the student, since the student should know best what his/her learning needs and styles are.
I sometime simplify the language, give real life examples, and mix students into study groups where they feel more comfortable discussing the subject matter. I also engage students one-on-one when necessary.
Building bridges between experience and new concepts is imprtant for al learners. I am a better instructor for all of my students when I lay out clear points and help my class make connections with the content. Many times, the students who "get it" early on are not as familiar as they seem and benefit from extra time and attention to members with learning needs.
its dependable issue cause it depends on the level of students sharing and education level so we have to use different ways and strategies to make sure that we reached our goals and objectives in the end
The first tactic is to have a hands-on one-on-one demonstration. When I do this I find that other students stop what they are doing and watch and listen. If it is in the classroom setting, I try to make it relevant to that student, I will come up with examples for them, so that they will then grasp the information I am trying to get across.
First, give positive feed back then constructive criticism.
Slow the pace. Break down the content. Create pnumonics. Create patterns to follow.
When developing small groups to work on an assignment, it is critical that you identify who in that group is having difficulty reading and understanding text or written procedures for hands-on working activities. Failing to identify these students not only puts the students learning at risk but could lead to an accident in the lab.
I start to build group lists based on observed skills and weaknesses, days before any team assignment is handed out with the objective of having a balance of reading and communication shills. Obviously the goal is to provide someone in each group that can act as a team leader and translate if/when necessary.
Students with learning needs can be challenging. I for one know this because I am one. I see the deer in the headligths look on their face and known at that moment there is a cry for help. Taking time to stop and question the confusion is a must in order not to loose the student and create an obstacle. Many times it takes understanding the break down of communication is all that is needed. Then motivation is restored to the student.
Rebecca Boghich
The best strategy is simply invest more time into the students and relax guidelines occasionally with that student.
I have tried becoming a personal tutor to them. Sometimes this helps them feel like a part of the class, only because they don't feel that way in class because they aren't quite grasping the information right away.
In my class I always get students with learning difficulties due to their lack of vocabulary and lack of word application skills. My strategy is to explain complex ideas by using commonly used words without completely omitting the new terminologies and their complex meanings. I consciously bring forth the complex words and the ideas they contain while using simple language structure. This I repeat many times during course. I also make sure that the students with no learning needs are not allowed to get bored.
Extending test taking time is a required accomodation for students that can demonstrate a learning disability via an MD statement.
some of the strategies I use to help students with learning needs is to try to gather as much information about the student and their needs to personalize my instruction for that student. If a student is not a great reader and cant test well the I use visual as well as a hands on approach with that student.
I try to incorporate and interlace their life experiences and personal perception into the subject taught, participation with computers and technology seems to capture the students’ attention and exploration.
I am a strong believer in repetition, repetition, and repetition! I really like the idea of utilizing words that are in the course, pronouncing them, defining them, and obtaining feedback from the ESL students. That is something I can do working in an accelerated program.
I agree. Once the confidence is there you can build upon fundamentals and ask them to complete more complex tasks; all the while associating new content with a foundation of what they are comfortable with allowing growth.
