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Promoting Student Learning

Promoting Student Learning. Through the lens of disability Through the behaviors of students with hidden disabilities Through the inaction of students Through the actions of faculty. “The World Needs All Kinds of Minds” Temple Grandin. Learning Outcomes .

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Promoting Student Learning

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  1. Promoting Student Learning Through the lens of disability Through the behaviors of students with hidden disabilities Through the inaction of students Through the actions of faculty

  2. “The World Needs All Kinds of Minds” Temple Grandin

  3. Learning Outcomes As a result of today’s presentation, you will be able to: • Label the lens through which you view disability • Be aware of and use “people first” language • Give an example of a behavior related to a hidden disability and an example of how you might assist a student with that behavior • Determine one new approach or method you might use to improve student learning and try it out this semester

  4. Diversity within Disability: • Comfort level • When the disability occurred • Hidden vs. visible disabilities • Culture or family attitudes • Differences between disabilities

  5. Ways of Thinking about Disability: The Medical or Biomedical Model • The body is a machine to be “fixed” in order to conform to norms • The problem or disability lies within the individual • The remedy lies with the professional who affects the arrangements between the person and society; a cure or an accommodation is what fixes the disability

  6. Ways of Thinking about Disability: The Legal Model • Guided by the ADA and cases involving the ADA • What “must” be done vs. what is the right thing to do • Entitlements require membership in a minority group, but social inclusion does not necessarily occur • Accommodation does not always equal inclusion

  7. Ways of Thinking about Disability: The Disability Hierarchy • An approach to impairment that ranks disabilities in order of severity or amount of assistance required • One type or severity of disability is perceived as “better” or “worse” than another • Classifications generate separation from a group identity, leaving PWD more isolated • Examples: “She’s not retarded, she just uses a wheelchair.” • “I realize how fortunate I am; my son is autistic, but he’s high functioning.” • “We’ve saved countless babies from death and disability.”

  8. Ways of Thinking about Disability: Hollywood and the Media • “The Ringer” vs. “Million Dollar Baby” • “Scrubs” vs. “Glee” vs. Pity stories • Hollywood and the news sometime slip from inclusion to pity or even view disability as worse than death. • Other segments of the media seem to have a deeper grasp on disability and how it effects family and other external factors.

  9. Ways of Thinking about Disability: The Social or Social Justice Model • Disability is one aspect of diversity; it is one of many characteristics of being human • Disability is a natural part of life • All humans are valued and deserve dignity, acceptance, respect and a share of the benefits of society • Disability does not exist within the individual; it is caused by a society that fails to create attitudes and environments that are inclusive

  10. RESPECT=ATTITUDE that is consistent with language and behavior “Speaking differently leads to thinking differently.” (Kathy Snow: www.disabilityisnatural.com)

  11. THE LANGUAGE WE USE We show respect for persons with disabilities by avoiding language that: • Implies that the person as a whole is disabled; people are not their disabilities • Examples: mentally ill person; disabled person • Equates persons with their condition • Examples: the retarded; paraplegics

  12. THE LANGUAGE WE USE We show respect for persons with disabilities by avoiding language that: • Has negative or pity-promoting overtones • Examples: suffers from seizures; victim of a stroke; wheelchair bound; special needs • Describes what a person can’t do as “problems” instead of “needs” or ways of operating • Examples: He uses a wheelchair vs. He can’t walk

  13. THE LANGUAGE WE USE We show respect for persons with disabilities by avoiding language that: • Labels persons with disabilities as patients or invalids • Uses slurs • Examples: crippled; deformed; crazy • Implies that people with disabilities are overly courageous, brave or superhuman • Examples: “I could never do what you do!”

  14. THE LANGUAGE WE USE Use People First Language: • Recognize the person, not the disability • Examples: He has Down’s Syndrome vs. A Down’s kid; She uses a wheelchair vs. Wheelchair bound • Mention the disability only if pertinent

  15. HIDDEN DISABILITIES What are some types of hidden disabilities?

  16. Areas of Functional Limitations Can be related to: • The disability itself • The medication for the disability • The emotional reaction to the disability or the limitations caused by the disability

  17. Areas of Functional Limitations Executive Functioning: • Initiating: starting, generating ideas Help the student clarify their level of comfort and knowledge • Sustaining: continuing Email, coaching, check-ups, accountability • Inhibiting: controlling impulses • Shifting: movement between thoughts and ideas or between types of tasks

  18. Areas of Functional Limitations Executive Functioning Relates to: • Prioritizing Analyzing a task Deciding what to do, when to do it • Organizing of Ideas and “Stuff” • Strategizing Planning how to address the task When to do it; how to do it Developing timelines for completion Adjusting the steps to completion Executing

  19. Areas of Functional Limitations Memory:From one minute or hour to the next; from one day to the next • Invite student to write things down • Use phone or tablet calendar

  20. Areas of Functional Limitations Auditory Processing: Listening and taking notes simultaneously is difficult • Use of a notetaker as an accommodation • Use of an audio recorder • Access to powerpoints

  21. Areas of Functional Limitations Speed of Thinking: Speed of initial understanding may not be related to overall ability to understand • Be careful about assumptions • Be aware of words that you use and the speed of your sentences. Note the speed of the words and sentences that the student is using. • Use repetition, change your vocabulary • Ask the student for feedback: “What is your understanding of what I just said” vs. “What don’t you understand?”

  22. Areas of Functional Limitations Spatial Reasoning:Relationships between objects in 2 or 3 dimensions; finding one’s way in a building; envisioning a structure; relating a Biology model to text • Have the student write down directions • Find another way to represent the information • Explain, in detail, how a visual relates to information described

  23. Areas of Functional Limitations Conceptualization: Difficulty reasoning from the whole or “big picture” to parts or pieces or vice versa • Pictures, diagrams, concept maps can assist in understanding

  24. Areas of Functional Limitations Inability to Generalize: similar experiences and outcomes are experienced as novel • Help the student recognize the “nugget” learned and how this may apply to other situations

  25. Areas of Functional Limitations Inappropriate Behavior: Behavior that crosses the line • Let the student know the specific behavior which is inappropriate and why • Don’t assume prior knowledge or awareness • Coach about appropriate behaviors • Set crystal clear boundaries

  26. Areas of Functional Limitations Psychosocial Behaviors: Loudness and tonality of one’s voice; awareness of personal space; personal hygiene; • “Our talking may be disturbing to others; why don’t we move over to the corner so we are farther away from those who may need total quiet.” • Don’t connect psychosocial behaviors with overall intelligence

  27. Areas of Functional Limitations Frustration Tolerance:Variable and individualized; easily stressed or overwhelmed; anger; increased anxiety; hopelessness; decreased concentration; a “throw in the towel” mentality; can be combined with perfectionism

  28. Areas of Functional Limitations Frustration Tolerance: • Ask the student to take a break, move locations • Empathize, but connect to your brain, not the student's emotions • Point out catastrophizing • Point out “time-travel” • Academic calendar relates to stress levels; for many of these students it feels like finals all the time • “Wounded learner” and learning “allergy”

  29. Areas of Functional Limitations Hypersensitivity: Easily hurt, wounded, bumped, or derailed; may perceive feedback to be extremely critical, harsh and hurtful; easily stressed or overwhelmed, particularly with new situations • Be aware of the student’s mood • Empathize with the student • Choose words carefully • Stay calm and focused; help the student to isolate priorities

  30. Areas of Functional Limitations Concentration:Affects all areas of academics • Help the student find the right place to work and study • Help the student find a study partner to “body-double” with; someone who helps get the student follow through with a place and time to study

  31. Areas of Functional Limitations Inconsistency:Fluctuation from day to day or during the day is the nature of some disabilities • Find the right schedule at the right time of the day

  32. Areas of Functional Limitations Getting Stuck:The student is unable to successfully complete a task and move forward • Getting the student to realize that he/she is stuck can be helpful to them; sometimes they may need help determining the next step

  33. General Pointers • LABEL the behavior to determine how to proceed • PATIENCE is a virtue • CLARIFY or RESTATE what it is that you think that you heard • PROBING is often helpful • NONVERBAL messages are powerful

  34. Examples of Students Who Use Techniques that Are Not Effective • Dentistry student who rewrote notes and sometimes sat under his desk to work • Architecture student who studied in places in which he could not concentrate • 2 Art History students who could not pass art history comps for different reasons • Biochemistry student who memorized, but did not understand concepts • Math student who could not understand math concepts

  35. What Students Don’t Do: Missing Behaviors that Negatively Affect Learning Brainstorm with one or two others to list as many academic road blocks to learning as you can

  36. What Students Don’t Do: Missing Behaviors that Negatively Affect Learning • Fully understand and use the syllabus • Prepare appropriately for class by reading, notetaking, working problems, reviewing powerpoints • Buy the book • Prepare after class by comparing notes from class to assigned reading • Ask questions

  37. What Students Don’t Do: Missing Behaviors that Negatively Affect Learning • Engage in learning; know the difference between active and passive studying • Understand—confuse memorization with understanding • Listen (versus hear) by notetaking, comparing fellow student’s notes, • Comparing information in the present with past learning • Prepare for the test daily: What is a good test Q from today’s class?

  38. What Students Don’t Do: Missing Behaviors that Negatively Affect Learning • Work on learning how to learn • Know what works and why; know what doesn’t work and why • Determine the study approach needed for the kind of material • Go to class • Talk with fellow class members to compare learning • Seek help

  39. Helping to Create the “Good Student” who Knows How to “Play School” • What is one thing you have done differently in your teaching within the last year to promote student learning?

  40. What Faculty Members Can Do To Promote Student Learning • Begin with clear learning objectives and expectations • Review the syllabus in detail; define terms such as pre-requisite and supplemental reading; make frequent references to the syllabus throughout the course • Break things down, including the syllabus; divide a complex syllabus into pieces, such as reading schedule, calendar of class dates, course guidelines

  41. Promote Student Learning • Be transparent regarding expectations; translate what a student needs to do to succeed in this course • Tell or show students: Why is this class important? • If you require a book or other materials, use them • Make the grading formula easy to understand; explain it; show how to figure the grade

  42. Promote Student Learning • Stick to the schedule; load assessments up front for early assessment of learning, so adjustments are possible • Listen to what students say works • Be consistent • Over-teach vocabulary and key concepts that precede higher level skills • Make vocabulary and concepts meaningful by relating them to real life

  43. Promote Student Learning • Check frequently for understanding in a variety of ways; use short assessments and/or reviews at beginning, middle or ending of class • Make powerpoints available online before class, but make them incomplete; ask students to complete the details as an assignment prior to class • Use powerpoints as a model of notetaking, a scaffold for how to take book notes

  44. Promote Student Learning • Provide structure: • Syllabus • Class timeline • Attendance policies that also require lab attendance • Frequent assessments • Dividing class time • Break down large projects into smaller assignments with sequential due dates

  45. Promote Student Learning • Model how to be successful • How to read and use the syllabus • How to read and use the book • Show an example of a type of writing; label the parts that should be included • Utilize a template

  46. Promote Student Learning • Model how to be successful • Think out loud: demonstrate what effective learners do implicitly by demonstrating explicitly • How to read and think about a test Q • How to think about a math problem • How to relate a theory or concept to examples • Book example, professor example, student example

  47. Promote Student Learning • Model how to be successful • Promote metacognitive behaviors or thinking about thinking and learning how to learn • Encourage students to share what works for them and why it works • When students succeed at a task, label the thinking skills or strategies that enabled the success • Allow students to work in groups to develop study questions about course readings

  48. Promote Student Learning • Model how to be successful • Promote metacognitive behaviors or thinking about thinking and learning how to learn • Promote engaging with the course material in a variety of ways • See it, say it, draw it, do it, condense it, reorganize it • Teach concept mapping and graphic organizers to show inter-and intra-relationships and flow

  49. Concept Map for Philosophy Ideology Tree

  50. Promote Student Learning • Model how to be successful • Promote metacognitive behaviors or thinking about thinking and learning how to learn • Allow students to use color coding to work problems • Allow students to write on tests to understand test questions • Encourage transfer of skills by talking about when to use them

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