Post on 26-Jul-2020
transcript
Tips, Tricks and Strategies
Presented by Catherine Taylor, PhD Disability Services Counselor UH Maui College 10/17/18
Training Objectives
Understand the inherent challenges of students who learn
differently (primarily students with disabilities)
Evidence-Based practices and strategies
Identify and Practice strategies to implement in the
classroom
PAIR & SHARE 1. Turn to your elbow partner
2. Discuss your concerns
3. Come up with at least 2 common questions
4. Return to big group
5. Share questions to the group
6. We will create a list of these questions and address them during the presentation
Parking Lot
Definition: Learning Disability 1. Neurological Disorder
2. Skills most affected are reading, writing, math, listening, speaking and reasoning.
3. Does not include visual, hearing, motor disabilities, mental disability, emotional disturbance or environmental, cultural or economic disadvantage
4. Invisible
How Come? Heredity – runs in the family
Problems during pregnancy and birth – long birth
Incidents after birth – - Head injury,
- nutritional deprivation,
- exposure to toxic environments
Atypical brain organization
How Difficult Can It Be? F.A.T (Frustration, Anxiety, Tension)
City Video
https://vimeo.com/134226914
Who are our students who learn differently?
Manifestations of Learning Disability
Trouble learning numbers, letters
Difficulty learning and understanding left-right, up-down, before-after, first-last, yesterday-tomorrow.
Extreme restlessness, lack of ability to concentrate, impulsive behaviors
Difficulty following directions or learning routines
Manifestations of Learning Disability
Difficulty with memory
Issues with higher order cognition Trouble generating or elaborating on ideas
Difficulty developing and organizing ideas
Lack of opinion or sense of audience
Difficulty with creativity or critical thinking
Problems with Socialization
Sometimes Awkward
TIPS & Tricks
Relationship
Relevance
RELATIONSHIP - Empathy Myths
Accommodations best option
Tutoring the only way to help
Smart kids can’t have a learning disability
Dyslexia is about seeing letters backwards
Lazy
Realities
•Accommodations are just to provide equitable access
•Provides a way to catch up but does not address weak cognitive skills
•Usually funny, creative, smart – LD affect how they receive, process or express information
•Difficulty with what is heard to what is seen as low reading comprehension
•Work twice as hard and as long to complete the same tasks as “neurotypical” students
Henry Winkler
“AS A CHILD I WAS TREATED LIKE AN IDIOT AND CHASTISED CONSTANTLY.”
Relevance
TEACHING PEDAGOGY and Strategies
RIGOR
Accessing Curriculum Universal Design for Instruction
◦ provides “a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning.
◦ provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.”
◦ UDL guidelines, developed by CAST, promote the development of curriculum that includes
◦ multiple means of representation,
◦ multiple means of action and expression, and
◦ multiple means of engagement. ◦ https://www.washington.edu/doit/equal-access-universal-design-instruction
Universal Design For Instruction https://www.washington.edu/doit/videos/index.php?vid=13
Multiple Means of Representation
Use DUAL Code
-Use multiple formats or multiple representation in teaching concepts
-Written and auditory
-Written and Video
-Auditory and Activity
MULTIPLE MEANS OF ACTION AND EXPRESSION
ACTION: Access
Vary methods for response and navigation
◦ - Alternatives to physically responding
◦ Alternatives to physically interacting with materials
MULTIPLE MEANS OF ACTION AND EXPRESSION
Multiple Means of Engagement
Recruit interest by:
Multiple Means of Engagement Provide a safe space for learners – an accepting and supportive classroom climate
Meet basic needs
Vary level of novelty or risk
Minimize Threats and Distractions Vary level of sensory stimulation –noise or visual, pace of work
Vary social demands required for learning
Avoid negative experiences
ACTIVITY Form groups of 3
Identify a topic or lesson in your course where you would like to find different ways to use Universal Design for Instruction.
Problem solve with your group
SHARE WITH THE GROUP YOUR IDEAS
FEEDBACK?
REMEMBER
You don’t have to change everything at one time.
Commit to changing one feature in one class and build your
lessons over time. Doing it all at once will be overwhelming.
The most important part is making the change in your
pedagogy to ensure equitable access to your curriculum.
ASSESSMENT STRATEGIES
ASSESSMENTS www.learningscientist.org
Collaborative Quizzes
Generate enthusiastic discussion
Student takes quiz individually – grade.
Quiz returned to student – students partner up in small groups to discuss quiz and
make changes accordingly, then turn in test again.
Grading – individual quiz 75%, group quiz 25% - average scores
ASSESSMENTS
Mix Up Quiz structure
Change quiz structures for better assessments
Ongoing quizzes provide ongoing opportunities for retrieval
Improve attendance and participation
One-Minute Paper
Very short in-class writing activity (1 minute or less to complete) Instructor-posed question
Examples of Prompts:
What was the most important concept you learned in class today?
What was the “muddiest” or most confusing concept covered today?
Recommend end of class to give students that need extra time to complete task.
ASSESSMENT
Quiz after questioning Students are given the opportunity to ask questions about potential content of the
quiz or areas of difficulty
If question stimulates discussion, it becomes a quiz question
Online Quizzes completed before class ◦ Address most frequently missed problems or issues
PROMOTING EQUITABLE ACCESS AND STUDENT SUCCESS
Discussion and Q&A
33
EXIT PASS One minute paper: Please write down
◦In your opinion, What idea struck you as things you could do or put into practice from today’s training.
◦Please turn in as you leave the room.
35
Catherine Taylor, PhD, CRC, LMHC Phone: (808)984-3227 Email: cataylor@Hawaii.edu Website: www.maui.hawaii.edu/disability