UNIT 3: What are Effective Instructional Strategies and How Best Do We Implement Them?

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You May Add to the K-W-L chart at any time by clicking here:K-W-L Chart

Target Objectives for this Unit:

  • Participants will examine instructional media to recognize best practices relating to individuals with learning disabilities
  • Participants will be able to give examples of effective instructional strategies relating to individuals with disabilities

In this Unit you will have the opportunity to view several different segments from the F.A.T. City workshop. In these segments you will essentially participate in the ongoing LD simulation provided by Rick Lavoie. In most cases you first see the struggle, the challenge of the LD student in the classroom. By 'seeing' this frustration, anxiety, and tension you can almost automatically interpret the instructional strategy that is not working (and even contributing to the frustration, anxiety, and tension). The effective instructional strategy is obvious or can be implied from the exaggerated method demonostrated.

Processing Information

After watching the segments, take a moment to write down your thoughts! It may even be a good idea to return to the K-W-L Chart after viewing any or all of the segments.

For this first segment think about: What is the strategy that is suggested (in the video) that a teacher should use with their students that have learning disabilities? Do you think you can do that?

Video.jpg Take this first one: Processing Information REMEMBER! Hit your BACK BROWSER after viewing to return.

Risk Taking

BEFORE and AFTER viewing the NEXT video segment please take a moment to reflect:

  • Think about your own academic risk taking behaviors.
  • What motivates you to take risks?
  • After veiwing the segment on Risk Taking, what do you think the implied strategy is in the clip that a teacher should use with LD students?

Video.jpg Now watch this: Risk TakingREMEMBER! Hit your BACK BROWSER after viewing to return.

Simulation

Now let's try a simulation of our own. Look at the following image:


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WHAT DO YOU SEE?

Some individuals may see a skull and others may see a woman looking in a mirror. It is how we perceive things that sometimes drives our responses. If a learning disabled child sees something differently than the norm, more often than not they will experience frustration, anxiety, and tension. What do you think will then be the classroom implication if what the LD student perceives is different from what the others perceive?

Visual Perception

Video.jpg Let's take a second look at a specific segment: Visual Perception YES,You've viewed this one in the previous Unit. However, I would like you to take another look and reflect on what a child with learning disabilities ultimately needs.

REMEMBER! Please hit your BACK BROWSER after viewing the segment to return here!


Competition

A STRATEGY OR A MYTH?

One of the most common strategies educators use with (LD) students is competition. Educators make games, hold contests, have races, etc. The theory is that it motivates and encourages students to 'do their best.' Rick Lavoie presents this as a myth. Watch the segment linked below and be prepared to write down your thoughts (and even add to the K-W-L chart you've been working on).

Video.jpg Click Here: Competition REMEMBER to hit the BACK BROWSER to return.

Have you thought about competition in that light before?


Questions for Reflection

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  • What are some instructional strategies we use with LD students that are NOT working?
  • What are some appropriate instructional strategies to use with LD students?
  • What is the suggested strategy to use related to competition?
  • What frustrations have you been experiencing revolving around these video simulations? Although you are not "in" the workshop, can you relate to the emotional component the speaker is trying to elicit?
  • How have the F.A.T. City Workshop segments affected your instruction?
  • Can you identify the best practices learned and how do you plan to implement them?

Well Done! You have completed this unit. Please return to the K-W-L Chart now, and periodically so that you can see how your understanding of LD (and other's thinking) has been affected by the information provided in this course. It is through the information on the 'Learn' part of the chart that I will assess if the objectives of this course were met.

Thank you for your participation!

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