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How to teach students that are behind others? How to teach less talented students? What does “a struggling learner” mean?

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Presentation on theme: "How to teach students that are behind others? How to teach less talented students? What does “a struggling learner” mean?"— Presentation transcript:

1 How to teach students that are behind others? How to teach less talented students? What does “a struggling learner” mean?

2 Who is a Struggling (Slow) Learner?  A "slow learner" is an expression people use to describe a student who has the ability to learn necessary academic skills, but at rate and depth below average same age peers.  a slow learner needs more time, more repetition, and often more resources from teachers to be successful

3 Some characteristics of a “slow learner”  Functions at ability significantly below grade level.  Has difficulty following multi-step directions.  Lives in the present and does not have long range goals.  Has few internal strategies (i.e. organizational skills, transferring/generalizing information.)

4 Some characteristics of a “slow learner”  Scores consistently low on achievement tests.  Works well with "hands-on" material (i.e. labs, crafts, activities.)  Has a poor self-image.  Works on all tasks slowly.  Masters skills slowly; some skills may not be mastered at all.

5 Do “slow learners” have a Learning Disability? SSlow learners typically DO NOT have a disability, even though they need extra support  Cognitive abilities are too high to be considered for an Intellectual Disability SSlow learners tend to perform at their ability level, which is below average

6 Classroom Recommendations 1.Repetition, repetition, repetition. o You might feel like you are saying the same thing over and over, but it helps. 2. Differentiated Instruction: Tutoring o Teach important concepts and leave out some of the less important details. o This helps fill in gaps in basic skills and it helps a student stay caught up 3. Peer tutoring o It is of the most effective strategies for slow learners.

7 How to work with slow learners?  Reduce distractions by providing a quiet, private place to work.  Emphasize strengths. Use lots of praise and reinforcement frequently.  Make lessons short. Limit working time. Have several short work periods rather than long one.  Add variety to the academic routine. Do active things and use educational games, puzzles, and other techniques as much as possible.  Work on material that is somewhat challenging but allows success. Work that is too hard or too easy is a turn-off; avoid them.

8 How to work with slow learners?  Make learning fun and comfortable. Your positive attitude is very important.  Provide meaningful, concrete activities rather than abstract.  Give short specific directions and have your child repeat them back to you.  Parents should work closely with the teacher.  Encourage the child to explore areas of interest to him/her.

9 Some Interventions to Meet the Needs of the Slow Learner Environment cchange seating rreduce distractions ppeer-tutors ccompensate for physical problems of classroom ggive the student time out of his seat to let off energy ccross-classroom grouping

10 Some Interventions to Meet the Needs of the Struggling Learner Materials uuse learning games iincorporate all learning styles (auditory, visual, kinesthetic) iincorporate computers as a tool for instructions, drill, and reinforcement uuse heterogeneous grouping uuse cooperative grouping pprovide guided practice for skills taught

11 Some Interventions to Meet the Needs of the Struggling Learner Tasks ssimplify and/or shorten ttry alternative instructions and testing (e.g. art work, use of tape recorder, verbal vs. written responses, "show me" techniques, mapping and clustering) rrequire shorter tasks ggive specific instruction hhave student repeat assignment directions orally

12 Some Interventions to Meet the Needs of the Struggling Learner Management Techniques eemploy direct, positive contact pprovide immediate feedback ccirculate around the room ccall student's name or touch them before giving directions wwrite directions on board or give each student a sheet of directions

13 Thank You for Your Attention!


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