Post by misty on Jan 6, 2007 23:25:51 GMT -5
Thread Started on Jun 2, 2006, 2:22p
Helping the Child with Auditory Deficits - Strategies for Following Instructions
Many learning disabled students have difficulty following directions and or instructions. Use this checklist to ensure that your strategies to deal with this deficit are optimized.
___ Use varying voice intonations.
___ Be aware of the range of learning styles - auditory, tactile, visual etc.
___ Be dynamic when you are presenting directions or instructions.
___ Clearly state your goals and ask them to be repeated by a student.
___ Use visuals, demonstration and modeling whenever possible.
___ Always summarize the key points.
___ Keep words to a minimum and maximize your visuals and modeling.
___ Use pauses and interjections to allow students time to process the information - paraphrase when you can.
___ Make use of frequent eye contact and touching. (Touching the student's shoulder helps with focus.
___ Introduce new concepts 1 at a time - avoid information overload.
___ Speak slowy and only when you have undivided attention.
___ Student feedback and sharing should be ongoing.
___ Sentence structure should be simple and to the point.
___ Always activate prior knowledge from the students and relate the information to the child's environment - keep learning authentic.
___ Highlight key points with outlines, chart paper, in the student notes or on the board.
___ Provide students with ample opportunity to have misconceptions clarified, let other student clarify and repeat the objectives.
Many of the strategies here are employed by effective teachers on a regular basis. Sometimes it helps just to review the strategies to ensure that you are employing as many as you can. And finally and most importantly, be patient.
Helping the Child with Auditory Deficits - Strategies for Following Instructions
Many learning disabled students have difficulty following directions and or instructions. Use this checklist to ensure that your strategies to deal with this deficit are optimized.
___ Use varying voice intonations.
___ Be aware of the range of learning styles - auditory, tactile, visual etc.
___ Be dynamic when you are presenting directions or instructions.
___ Clearly state your goals and ask them to be repeated by a student.
___ Use visuals, demonstration and modeling whenever possible.
___ Always summarize the key points.
___ Keep words to a minimum and maximize your visuals and modeling.
___ Use pauses and interjections to allow students time to process the information - paraphrase when you can.
___ Make use of frequent eye contact and touching. (Touching the student's shoulder helps with focus.
___ Introduce new concepts 1 at a time - avoid information overload.
___ Speak slowy and only when you have undivided attention.
___ Student feedback and sharing should be ongoing.
___ Sentence structure should be simple and to the point.
___ Always activate prior knowledge from the students and relate the information to the child's environment - keep learning authentic.
___ Highlight key points with outlines, chart paper, in the student notes or on the board.
___ Provide students with ample opportunity to have misconceptions clarified, let other student clarify and repeat the objectives.
Many of the strategies here are employed by effective teachers on a regular basis. Sometimes it helps just to review the strategies to ensure that you are employing as many as you can. And finally and most importantly, be patient.
