Thanks to the newly created Foundations of Special Learning Needs groups that met at UIC and at Shawnee Community College for your participation and insight into how to best meet the needs of our adult education students!
Please post below your application exercise using one strategy for student-centered teaching. Please share how your students benefited from this activity. Please also share any suggestions you have for other teachers as they plan to incorporate your idea. Check back to read other participants experiences.
Special Needs Assignment
ReplyDeleteAfter we last met, I was left thinking about my classes and how I can utilize various methods to help my students in grasping material that I am covering. I just had a group of new students enter my digital literacy class. I had to start from ground zero and get into the equipment and its purpose. I delivered a three-tier-approach to presenting this information. The objective of my day lesson was to have students be able to identify parts of the computer and know what they did. CPU, Mouse, Monitor, keyboard, and how they worked. I began the lesson with talking about what CPU stood for as well as all other components of the computer. So I did the lecture, this seemed to work for the one student who seemed to be “the quick note taker” and seemed to have an immediate grasp of the components. I then had flashcards with tape and the students had to then write down what the parts were, each card had the name of a part, and they had to walk over to a computer and label all the key parts. I could immediately tell that a few students really responded to this activity and seemed to have a bit of fun with it, because it felt more like a game. Lastly, in digging a bit deeper with identifying parts but also driving home the idea that all these components speak to each other and are connected, I had a computer completely disassembled. Students grouped together and had the opportunity to assemble the entire unit. They communicated with their partner the parts and plugged it in its appropriate jack or port and in the end plugged computer to see it all come to life. If it did not work we would go over the steps to see what might have gone wrong.
The last exercise was the most effective in terms of further understanding a machine that is, often times, very foreign to many of my students. I am finding that utilizing the variety of modalities in teaching, I am able to cater to numerous learning styles that I encounter with my learners as well as meet the objectives of my day lesson.
Thanks to Martin Rabotti from UIC for posting the first response! Thanks, Martin, for all the variables you used to ensure you meet your students where they are by differentiating instruction. Love your student focus!
DeleteWhen I work with students one-on-one for English II, which is primarily grammar, I explain the various concepts first. Next,I go through a couple of the exercises with them before they are required to complete the rest on their own. After they complete them on their own, I grade it and we go through it together. I have them explain to me verbally how they reached their answers. If students can explain concepts back to me, they really have learned it. This has been a successful method of teaching that the students have been responsive to.
ReplyDeleteSince students like options and every student is different in what they prefer, I give them a couple test options. One is all multiple choice and the other option requires them to write out and complete exercises similar to the ones I complete with them throughout the chapter.
-Sonia Yewell
Thanks, Sonia, for giving your adult students choices. I'm sure they appreciate that option. You are certainly correct that explaining concepts is a good check for understanding for your students who are strong verbally.
DeleteHi all!
ReplyDeleteI wanted to share the experience I had yesterday with my class. I decided to just teach the learning circle lesson as a way of introducing them to their own learning style. I started out with a warm up activity - making paper airplanes (http://www.eitrainingcenter.org/sites/eitrainingcenter.org/files/files/parental_styles/Paper%20Airplane%20Activity%20Details.pdf). They enjoyed this a lot and could really start to see how they learned or took in information differently.
After we finished throwing all our airplanes, we moved on to the learning circle lesson. I pretty much just taught it as Sarah had done at our training with a little more simplified language for my ELs. I drew it on the board and asked for input and reiterated that all of these ways were correct but sometimes you don't see them in class.
For their solo time, I gave them the learning styles checklist. This was easier for my advanced students so they worked on their own, but my beginners needed some support. I worked with them and we translated as needed to make sure they were focusing on the point of the activity and not getting caught up in the language. Afterwards, the class discussed our numbers and what we thought about our learning styles.
We're currently reading a chapter a week of the history of MLK so we read our chapter as usual. Yet, I reminded them to think about how they got the information and to think about what we could do differently in the future to make it easier for them to learn. I read it once outloud and they followed along. They they read silently.
When they were finished we discussed different ways we could do that lesson. They came up with great ideas - watching a video too, acting it out, writing a summary, discussion questions with groups and more!
Overall, I think this was great. Great for because I learned I have more haptic learners than I thought! (any ideas??) And great for them because we were able to discuss the meaning of the lesson - that once you know how you learn you will be able to ask for what you need and thrive.
I forgot to mention that this a mixed level class and I usually differentiate materials based on their levels. I didn't this time and opted to work directly with my beginners and send them home with more information to study later. The beginners did contribute to the conversation and were following. However, if I do it again, I'd like to differentiate it more so that the message was clearer for them.
All in all - awesome! Thanks for the wonderful training, Sarah!
Warmly,
Keighty
Keighty,
ReplyDeleteThanks for your thorough explanation of how you helped your students understand themselves and their learning needs. I love your paper airplane activity. Since you asked about suggestions for haptic learners (others have expressed the same need), let's us the SLN Blog to generate ideas from the field. I will post this question after the Foundations participants have a chance to react to their training. I will ask SLN Specialists (part of the ICCB professional pathways) to help us with this!
Thanks for all of your efforts to most effectively reach your learners!
Sarah
Hello, I took two of my students, who will be returning in the fall,through the ten minute interview. Since we had been together all semester I informed them that this was to help me provide some additional learning opportunities in the future based on student learning styles and preferences. We began with personal interests and favorite things about school. I also gave them the opportunity to talk about their negative feelings toward school. From this we shifted to preferences about types of assignments and atmosphere in the room. I was glad to hear that they really like the atmosphere that we create in the room with quiet instrumental music in the background. I chose to ask them what they remember from our lessons about the end of the Soviet Union and fall of the Berlin wall since that was our lesson from last week. I had to give several prompts to jog their memory but they were able to recall most of the pertinent information. I was surprised when both students said that they would be interested in doing more oral reports and one of the students said that they prefer to get the information from the textbook while the other student wished that video presentations were part of our class. That would be possible on days when everyone is on the same subject or possibly using a vacant classroom. I was already aware of their time orientation because both a habitually late. I ended with the question you mentioned that Bevin asks about what I would need to know before I call 911 if they fell out of their seat in the floor. Was pretty comical, the discussion that ensued, with both students volunteering TMI about their partying habits and those of some of the other students in the program. Exercise was very helpful for building more rapport and getting some more useful insight into their likes/dislikes, learning preferences and personal situations. Thanks for a helpful training. Sincerely, Tim
ReplyDeleteThanks, Tim, for sharing your experiences with your students. I love that they shared they wanted to provide information orally! What an easy thing to offer them. As we discussed in the training, providing opportunities to control your own environment is looked upon favorably. I love it when my boss asks me how I want to do something!! Speaking of a boss, so glad the Bevan story was helpful. Thanks for all of your efforts with your students!
DeleteSarah
Thanks to John Taldone from Oakton Community College for sharing the following:
ReplyDeleteOn Monday night I did the 10 minute interview with my students. I followed the interviewer questions
Then I flipped the scenario. I made students pairs and had each pair develop their own set of interview questions,interview each other, each student would learn something they did not know about the other for example one student was a cardiologist in her country. The person that she interviewed played professional volleyball in hers. Some of the interviews actually became 20 min interviews, so as that goes
The next time I would put in some safeguards such as a timer to ensure the interviews are 10 min.
The students enjoyed the exercise because they learned something new about their class mates.
I was working with three (3) of my students who were having some difficulty understanding how to reduce fractions and how to compare fractions to other fractions that have the same value even if they couldn't visually see it at the moment.
ReplyDeleteI first started with a dollar bill with various coins (pennies, nickels, dimes, quarters and half dollars) so that each value (2 half dollars, 4 quarters, 10 dimes, 20 nickels, and 100 pennies) would all have an equal value to one dollar. I gave each of the students the same amount of coins and a dollar bill to practice making change with each valued coins. I then showed them changing a dollar to coin values, or receiving change back from a dollar, would represent a fraction of that dollar. I had the students practice with each other seeing how this concept worked and how making change would help them understand fractions and the their values.
I then took a pizza chart with pieces cut to fit the chart of different sizes representing fractions of the chart. The pizza chart would represent the whole amount. I gave each of the students pieces of pizza (made of paper) labeled with their size representing similar values of the coins exercise (1/2, 1/4, 1/5, 1/10 and 1/100) and asked the students at different points to tell me how many pieces of pizza, equaling the given value of the slices, would it take to cover the whole pizza? The students worked together to figure out how to do this. It was amazing to see how they worked with each other using their different learning styles to help each other see the other's point of view. The visual learner caught on quickly and was helping the other two (2) students learn because they were more haptic style. The students were seeing how one student saw it differently and was able to help the others see it also. Sometimes, students helping other students learn something is needed for more clarification. If a student shows great interest in a lesson and it rubs off on the other students, then they may learn more quickly. Also, when students help someone else learn something, then it helps the student teaching to better retain the information they have already learned.
I then introduced a multiplication chart to help relate how the value of money and the pizza slices could be related to the fraction chart and how to use the chart to reduce fractions. I showed an example of 4/20 and how if they could use the chart by looking for a row of numbers that had 4 and 20 in it that after finding it, they could place their fingers on the 4 and 20 within that row and move their fingers up the column to see the reduced fraction. I had a bowl with different types of fractions, that could be reduced to lower terms, and asked the students each to take turns pulling one out of the bowl and showing how they could reduce the fraction to a lower term using the multiplication chart. Again, the visual learner picked up on the exercise quickly and was trying to help the other two (2) students.
Afterwards, we did a recap on how the pizza chart, money and a fraction chart all had something in common to help learn and reduce fractions.
John,
ReplyDeleteThanks for sharing. I really liked that you had them talk with each other! From hearing your level of expertise in person, I imagine you made the work connection for them that being a team player and working collaboratively is part of a good work ethic and looked upon favorably by supervisors. Thanks for all you do for your day students and your adult ed students!
Sarah
Thanks to Stephanie Reynolds of John A. Logan College for this submission:
ReplyDeleteEarlier this week, I was working with one of my hardworking and thorough students (which is always a good thing). He has a tendency to carefully recount aloud his missed questions/assignments to me. I know what direction he is going with his explanation/answer, and as a teacher with other students who need help, I have a tendency to want to "hurry him along." Instead, I was an attentive listener, understanding that HE NEEDED that explanation to give him review and a better understanding.
So, I was inspired to share the Cone of Experience with my students later in the week. We focused on the tier that said "70% of what they say." So, I paired them up (except one student who struggles with severe anxiety/depression) and had them explain one of the concepts that we had discussed earlier in the day--either inferences or context clues. I was pleasantly surprised at how involved and careful they were with their explanations. It helped them reinforce the concepts they were learning and gave them practice with communication skills.The struggling student just listened. In the future, I hope she will feel comfortable participating. I plan to use this mini-exercise frequently this upcoming fall.
Stephanie,
ReplyDeleteI enjoyed reading your post, especially your comment that even the hard working and thorough students need student-centered instruction! He might have been "okay" without your differentiated instruction, but you have allowed him to soar! Thanks for working to understand the learning needs of ALL your students and meeting them where they are!
I don't work directly with students in the classroom. However I facilitate a peer support group, formally known as "Learning Circles" with the students once a month. So, my experience in doing the homework was pleasant and interesting.
ReplyDeleteThis is what happened:
Usually at the end of the Learning Circles, we do a general review of the the different topics and participant can take home their individual vision boards (made up of encouragement quotes).
The review of information is done by facilitator asking questions to participants about what was important, what was relevant for them and what they feel learned during the learning circles.
This time, when we finished the learning circles, I did a modification during the information review.
1. I asked each participant to pay attention to their own vision board.
2. Choose a quote or two that they like the best.
3. Read it loud, and think why they like it, and how is related to the
topics we talked about during the learning circles.
All the students did a great job in interpreting and explaining in their own words what they feel they learned and why.
I think this modification gave the opportunity to students of using all their senses to learned new information. Students could see the beautiful quotes they chose, they could touched them also, as they cut the paper and paste it on the board, and they can feel emotionally stimulate by reading what the quote says.
I love the result of this accommodation and will be exploring more as learning circle facilitator.
Thanks for the workshop and for teaching us quality teaching for adults.
Guadalupe Narvaez
Guadalupe,
ReplyDeleteThanks for trying something new with your group. I remember you were concerned about applying the information since you are not currently teaching a class. I appreciate you considering opportunities to apply what you learned in broad ways as you interact with others! It sounds like you provided a rich experience for your support group.
Sarah
I mostly work in a one-on-one setting with students, planning and mapping out career or educational short and long term goals. I found the strategies and tools incredibly useful in a first session assessment with students. In one of my meetings, I had a student do the "4 section note card" activity. This was a quick and easy way to find out some fundamental things about his learning style. This particular student is a kinesthetic learner and from that we talked about jobs that would challenge him and keep him active. We steered away from office jobs or jobs that don't require a lot of movement. This activity helps me better understand where a student will excel and where they might struggle more based on their learning style. I also liked explaining the learning circle to students, painting a picture of how input and output tends to work and talk about how they like to receive and give information. This gives me great insight right from the start as to what career or educational path would be the best fit for them. It also allows the student to see how their learning style transfers into many if not all areas of our life. They can recognize that if they're a visual learner a coding job might not be as visually stimulating. However, a career in graphic design might be worth looking into!
ReplyDeleteSorry, forgot to add my name!
Delete-Carolina
Carolina,
ReplyDeleteThanks for sharing your experience with your group of students as well as with a particular student. I love how you illustrated knowing even a few vital pieces of information can make such a huge difference! That difference is for you as an instructor. There is also the difference you have made for your student by showing interest, listening, and making a connection. That connection will pay dividends for a long time to come! Thanks for your efforts with your students.
I confess I had never thought of role playing when it came to Adult Education. I'm ashamed of this, but there it is: the truth. So when I heard the words, "role playing" my 'teacher brain cells' very much wanted to put that to use. So I decided to have 2 students role-play as teachers. Every morning after they arrive I touch base with them about what they will be working on that day, any areas they may need some extra help with, etc. I did this, and then told each student to work very hard to learn what we'd
ReplyDeletediscussed because at the end portion of class they would "teach" the other student what they had learned. I told them they could use whatever method they wanted - white board, lecture, etc., the test in whether or not they succeeded would be in how clear and easy to understand the lesson was. I am a firm believer that teaching helps one learn and decided to put it to the test. (no pun intended) It worked like a charm! They work hard everyday, but that one was really admirable. I don't think I heard a peep. Towards the latter end of class I called time and each one proceeded to teach the other. One student stood and explained a bit about a text they'd read that required them to take a position and use the text for support of their position. They explained the text well, and their support (from the text) rationale for the position they took. The other student used the white board to work out and teach (!) a fairly complicated algebra equation. The other student seemed to understand it with a fairly rapid speed. As an instructor, I was very pleased. So thanks for the idea!
P.S.
ReplyDeleteP.S. Hello Sarah, for whatever reason my name didn't publish with my assignment essay. But the "role-playing" lesson above is mine, Melissa Piper. My i-learn is mpiper, but for whatever reason it is not adding my name to my comment. Any advice?
ReplyDeleteThis last week we had another enrollment for my night class. When the new and the older students got together I tried the ice breaker that you did in the training at Shawnee College. I was very surprised at what I learned about my students.I found that I learned more about my students in greater detail than I ever had before. The students enjoyed the atmosphere felt comfortable elaborating on nicknames, pet peeves, etc. The new and the old students found common ground and where very honest. It was a great ice breaker and one that I will continue to use in the future. I think that they were surprised by my answers and it allowed them to express themselves.
ReplyDeleteCommenting as bethbis29@gmail.com
Comment as:
Melissa,
ReplyDeleteThanks for taking a leap and role playing with your students. I have found this to be a great learning tool. I'm glad you found the same. Thanks for allowing students a measure of control and teach others as well. Sounds like your students are finding this valuable!
Sarah
Last week I had the students complete the four quadrant notecard activity with the questions that we did in the training.
ReplyDeleteMy friends call me…., I am good at…, my pet peeve is…, I learn best by…
It was a wonderful time to do this exercise because I had new and continuing students in the classroom for the first time. Many of the students I knew well, but I learned even more after everyone shared their cards. It also gave the new students the opportunity to meet the old students and they were not the only ones giving answers to the activity.
I had the students introduce their neighbor, with the person whose card it was elaborate with their answers. It became a session in which the students asked each other questions so that the individual who wrote the card added more details. It gave each pair an opportunity to get to know that person further. It was neat for me because I was not the only one asking the questions. The students were elaborating on each other’s comments as a group and it became a whole group discussion.
I learned that many students had the same pet peeves, and it was interesting to see what they were good at and how they best learned. I have many students who are artistic and learn best by demonstration.
I plan to use the information learned about the student’s interests when preparing lessons. This getting to know you strategy was wonderful, and I intend to use it with each new group of students. I talked about something personal and the class responded in kind. The students feeling of comradery that was in this icebreaker generated a great class wide conversation.
Beth Bischoff
Last week I had the students complete the four quadrant notecard activity with the questions that we did in the training.
ReplyDeleteMy friends call me…., I am good at…, my pet peeve is…, I learn best by…
It was a wonderful time to do this exercise because I had new and continuing students in the classroom for the first time. Many of the students I knew well, but I learned even more after everyone shared their cards. It also gave the new students the opportunity to meet the old students and they were not the only ones giving answers to the activity.
I had the students introduce their neighbor, with the person whose card it was elaborate with their answers. It became a session in which the students asked each other questions so that the individual who wrote the card added more details. It gave each pair an opportunity to get to know that person further. It was neat for me because I was not the only one asking the questions. The students were elaborating on each other’s comments as a group and it became a whole group discussion.
I learned that many students had the same pet peeves, and it was interesting to see what they were good at and how they best learned. I have many students who are artistic and learn best by demonstration.
I plan to use the information learned about the student’s interests when preparing lessons. This getting to know you strategy was wonderful, and I intend to use it with each new group of students. I talked about something personal and the class responded in kind. The students feeling of comradery that was in this icebreaker generated a great class wide conversation.
Beth Bischoff
Thanks to Beth Bischoff from John A. Logan for the following:
ReplyDeleteLast week I had the students complete the four quadrant note card activity with the questions that we did in the training.
My friends call me…., I am good at…, my pet peeve is…, I learn best by…
It was a wonderful time to do this exercise because I had new and continuing students in the classroom for the first time. Many of the students I knew well, but I learned even more after everyone shared their cards. It also gave the new students the opportunity to meet the old students and they were not the only ones giving answers to the activity.
I had the students introduce their neighbor, with the person whose card it was elaborate with their answers. It became a session in which the students asked each other questions so that the individual who wrote the card added more details. It gave each pair an opportunity to get to know that person further. It was neat for me because I was not the only one asking the questions. The students were elaborating on each other’s comments as a group and it became a whole group discussion.
I learned that many students had the same pet peeves, and it was interesting to see what they were good at and how they best learned. I have many students who are artistic and learn best by demonstration.
I plan to use the information learned about the student’s interests when preparing lessons. This getting to know you strategy was wonderful, and I intend to use it with each new group of students. I talked about something personal and the class responded in kind. The students feeling of comradery that was in this icebreaker generated a great class wide conversation.
Beth Bischoff
Thanks, Beth, for trying something new out with your students and for building a learning community. It sounds like it was a great experience for all! Please also point out to your students that they are practicing essential employability skills as collaboration and communication are important in nearly all jobs/careers.
ReplyDeleteEnjoy your students and helping them to learn more effectively!
Thanks to Bob Woods from Shawnee Community College for sharing the following:
ReplyDeleteWe had a student that has attended our Adult Learning Center for an extended period of time. His goal was to obtain a GED. During this extended period of time he has not passed any category of his GED nor has he scored high enough on his GED pre-tests to take the GED. His age is in the upper 30s to low 40s. He has difficulty using the computer. All our testing at the testing center is done on the computer.
We TABE tested him in Reading, Language, and Math. He tested in level M for each of the three tests.
We decided to use the EdReady software for Reading and Language. This software has multiple modules and tests to verify completion and mastery of the material. Complete mastery is to score 90. He began at the next level, D, one step above his tested level of M.
Over a two-month period, he mastered both Reading D, Reading A, and Language D, Language A. Also he is comfortable using the computer.
Think of how to help your students benefit from principles of student-centered teaching.
Using student centered principles, the following results and observations were noticed:
1) The student has a great knowledge and understanding the material
2) The TIME factor is the student’s greatest hindrance and weakness.
3) This factor was confirmed by another instructor and also the coordinator.
Could we try an accommodation of removing the time issue? Would we see positive results?
The results, he passed his RLA pretest with unlimited time with a 153 test result. We are working to obtain a documented disability so he can have additional time on the GED.