Learning Strategies for Under-Achieving Adults in Technical Classrooms
Leecy Wise- Instructor
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Syllabus
Day 1| Day 2 | Day 3| Day 4 | Day 5 |Day 6 | Day 7 
 Day 8 | Day 9 | Day 10 | Day 11| Day 12

DAY 2  - April 5, 2000 ( 4-6:30 PM)

Agenda | Helpful Links | Direct Instruction | Characteristics of Good LD Instruction
Additional Reminders | The Screening Process

Objectives: By the end of this session, you will be able to...

  1. apply effective teaching strategies for reaching under-achieving adults in the classroom

  2. help students take effective notes

DAY'S AGENDA

Minutes

Topics

Activities
20

Review Day 1 Objectives.

Review Student Characteristics and Implications for learning

The minority-culture student

(Left over from Day 1)

 

Review major points and discuss characteristics of minority students, particularly Native Americans and Hispanics.
20 Exercise: Adapting teaching to the student

Handouts from Day 1 & 2 on good teaching tips.

Work in pairs/three's: Read the Handout on ENERGY. Keeping in mind the characteristics of most under-achieving students, divide teach one aspect or two of the lesson to the class.

 
10 Employer Characteristics/Needs 

Learning and Employment Environment

(Left over from Day 1)

 

 General Discussion
10 BREAK

 

 

 Stretch and Regroup

 

 

20 The Direct Method of Instruction Discuss and model the steps in the Direct Method of Instruction
30 Exercise Each participant develops a plan and teaches one or two objectives from a course using the direct method of instruction, applying at least five characteristics of effective instruction.

 
25 Screening and Planning Instruction for Under-Achieving Adults

 

Class Handouts
10 Taking Notes Class Handout (Bring Ideas!)
5 Review, Reminders and Wrap-Up Compare outcomes to objectives. Next Class: Bring a basic text as your model for working with Day 3 objectives.

Helpful Links to Assessing Student Learning and Skills Development

Learning Styles Test - Quick and Easy

http://alaike.lcc.hawaii.edu/lrc/lstest.html

http://www.keirsey.com/

http://www.hanksville.org/NAresources/indices/NAteach.html

Work Styles 

http://hale.pepperdine.edu/~dmreymun/test.htm

Study Skills

http://studyweb.chemek.cc.or.us/

http://www.geocities.com/Athens/3843/study2.html

http://learnstudyskills.com/

Direct Instruction
(Bridges to Practice [BP], Guide Book 4 - Section 4, p -21-23)

OR

Characteristics of LD- Appropriate Instruction 
(BP 4 - Section 6, p -41-46)

  • Structured

  • Connected

  • Informative

  • Explicit

  • Direct

  • Scaffolded

  • Intensive

  • Process-Sensitive

 Additional Remiders, Teaching Strategies, Techniques, and Approaches for Use With Adults Who Have Learning Disabilities 
(Thank you Ardith R. Loustalet Simons - ESL and Learning Disabilities)

  • Use a student-centered approach

  • Know your student’s learning strengths and weaknesses

  • Set achievable goals

  • Establish a comfortable learning environment

  • Eliminate possibility of hearing problems

  • Eliminate the possibility of vision problems

  • Eliminate the possibility of hunger

  • Make sure lighting is appropriate

  • Eliminate distractions

  • Schedule breaks that suit the student’s needs

  • Permit movement as needed

  • Avoid boring, repetitive drill

  • Keep assignments short

  • Give immediate feedback

  • Promote enjoyment

  • Allow for and build in ongoing success

  • Select relevant and appropriate materials

  • Provide highly-structured learning sessions

  • Review regularly

  • Use appropriate drills

  • Use a multi-sensory approach

  • Encourage/teach study skills

  • Support and encourage

  • Use compensatory techniques as indicated:

  • Encourage learner to develop skill in another medium (e.g., photography, drawing)

  • Use media other than paper print to expand horizons (videos, computer programs, etc.)

  • Help develop protective vocabulary or information sheets (words to recognize in restaurants, street names, information asked for on applications, etc.)

  • Encourage use of tape recorders

  • Encourage use of books on tape

  • Encourage use of mechanical spell-checkers

  • Teach self-monitoring techniques for problem areas

  • Model the skill

  • Use graphic organizers

  • Evaluate progress/mastery and redefine goals

  • Provide opportunities for guided and independent practice

The Screening Process for LD Adult Students

 Programs that selectively screen learners should have a process for determining whether and when to screen. Bridges to Practice recommends the following steps:

 1.      Gather information about the learner. Consider:

      ·        work habits
·        work samples
·        informal conversations with the learner
·        learner’s comments or questions
·        medical histories that suggest developmental delays or dysfunctions
·        official records related to disabilities status

2.      Review observations with the learner by discussing the information gathered. Do not offer a diagnosis.

3.      Determine if the learner desires additional screening for learning disabilities.

4.      Select a screening instrument.

5.      Obtain informed consent and give a copy of the consent form to the learner. The consent form should contain the following information:

      ·        name of the screening test(s)
·        interval of time for the screening
·        purpose of screening
·        who will see the results
·        how the results will be used
·        where the protocol forms will be stored and for how long
·        the adult’s signature and the date
·        The program representative’s signature. 

Present the Screening Results to the Learner

1.      Prepare a summary of the results.
2.      Review the results with the learner.
3.      Discuss “next steps” with the learner.