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Teaching Strategies for the "Clueless" Learner: Enhancing Classroom Accessibility

This presentation addresses the unique challenges educators face in classrooms with diverse learner populations, particularly those who struggle with organization, preparation, and initiation. We discuss simple, actionable modifications to existing curricula aimed at increasing accessibility for all students. By using relatable examples—like the "chronically disorganized," "chronically unprepared," and "I don’t know" students—we offer quick strategies such as visual mediators, color coding, study checklists, and time management techniques to foster independent learning and engagement.

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Teaching Strategies for the "Clueless" Learner: Enhancing Classroom Accessibility

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Presentation Transcript

  1. Jenny Broad Julia Duke Teaching the Baker’s Dozen: Reaching the “Clueless” Learner

  2. Overview • Classrooms with varied populations are a collective challenge all educators share. • In this presentation we will focus on simple changes that can be made to existing curriculums to enhance the accessibility of content to all types of learners. • We will present three examples of stereotypical students and appropriate modifications that are quick and simple to use.

  3. The Chronically Disorganized Student • Locker, backpack, and desk are disaster zones. • Forgets materials for class. • Loses materials for class. • Chronically late. • Always in a state of searching for what they need • Also known as “Tommy Boy”

  4. Organizing Spaces • Use a visual mediator • Students “match” the picture. • Chunk materials together according to schedule and locker breaks. Backpack is open at the bottom of locker Schedule is posted in “chunks”

  5. Visual Mediator for a Science Lab Students “match the picture”

  6. Material Management • Color Coding by subject • Use of binder system For certain students post visual mediator on subject divider

  7. Time Management • Post classroom routines

  8. Time Management • Use Smartboard clock • Assign amount of time for each task • Provide prompts

  9. Time Management • Create time markers

  10. The Chronically Unprepared Student • Never turns in homework • Forgets to study for quizzes and tests. • Projects are late or incomplete • They are the students that always look surprised and confused when everyone else is on task. • Also known as “Lane Meyer”

  11. Turning in Homework Homework posted on its own board • Zones of a Classroom • Students need to know that there is a place for everything . • The places need to be labeled. • Stay consistent with routines. Color-Code and Label

  12. Studying for tests and quizzes • Tell students what specifically to study and an agenda of what to study: • Study checklists • Gradually shift responsibility to student: • Study tables

  13. Study Checklist

  14. Study Table • Student created tables

  15. Long Term Projects • Break down into manageable parts • Project Pie • Long Term Project Chart

  16. Long Term Project Chart

  17. The “I don’t Know…” Student • Doesn’t know how to get started/procrastinates • Perseverates on a portion of an assignment • The student who needs a helicopter teacher • Also known as Brick Heck

  18. Initiation • Encourage Self Talk • In this amount of time what can you reasonably expect to get done? • Agenda with clear expectations- they need to know where to be at a certain point • Halftime Checks-What should be completed at this point? What does a good stop point look like? • Use clock to prioritize time

  19. Prioritize Time Shade time in for setting up Time for Task Time for Clean-up and Pack-up

  20. How to “unstick” them when they’re stuck. • Use “If…Then…” statements • Ask “If it was working the way you wanted, what would it look like?” • Encourage Future Picture thinking

  21. Pacing • Discuss how pacing should change according to the task. • Discuss APM (Actions Per Minute)

  22. Time chart • Pencil sharpening-Cheetah Time • Reading silently-Turtle Time

  23. The Secret… • “Same, but different!”

  24. Resources • Better Off Dead. Dir. Steve Holland. Warner Brothers, 1985. Film. • “The Interview.” The Middle. ABC. WSB-TV, Atlanta, 21 July 2010. Television. • Newhall, Patricia W. Study Skills: Research-Based Teaching Strategies. Prides Crossing: Landmark School Incorporated, 2008. Print. • Tommy Boy. Dir. Peter Segal. Paramount, 1995. Film. • Ward, Sarah. “Executive Function Skills: Principles in Education.” Landmark School Summer Outreach. Prides Crossing, MA. 6 July 2010. Lecture.

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