Learning Disabilities and Tutoring Strategies
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Learning Disabilities and Tutoring Strategies

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  • Vocabulary Word MapPage 1Maybe have them take a few minutes to sketch out what you are discussing and to visualize a word.  This will help our students remember vocabulary terms better.Most of our students are visual learners and will remember information much better by sketching out the content, helping to commit it to memory.A-Z Information Page 2Don't give them the sheet!Maybe write A-Z on a white board or piece of paper and then have the student list everything they know about the content, using the starting letters A-Z.  If they truly cannot do this, the activity will give you a starting point for your session.3-Minute PausePage 3This will help students figure out what's going on, while giving them a short break from the session.You can use this type of wording, "I'm losing you. Let's take a 3 minute pause... tell me what the key points are so far.“Have them summarize what you two have covered thus far."Now tell me what you think about it, adding your own thoughts.“Give them wait time.Tell them you're not going to move on until they tell you something of their own.Be patient! They will do it eventually.  Just like the silence is awkard for you, it's even more awkward for them!Ask them to ask a question about something they don't understand.The last few pages are alternative ways to use the exit slips.  You don't always have to do the 3-2-1 strategy.
  • Vocabulary Word MapPage 1Maybe have them take a few minutes to sketch out what you are discussing and to visualize a word.  This will help our students remember vocabulary terms better.Most of our students are visual learners and will remember information much better by sketching out the content, helping to commit it to memory.A-Z Information Page 2Don't give them the sheet!Maybe write A-Z on a white board or piece of paper and then have the student list everything they know about the content, using the starting letters A-Z.  If they truly cannot do this, the activity will give you a starting point for your session.3-Minute PausePage 3This will help students figure out what's going on, while giving them a short break from the session.You can use this type of wording, "I'm losing you. Let's take a 3 minute pause... tell me what the key points are so far.“Have them summarize what you two have covered thus far."Now tell me what you think about it, adding your own thoughts.“Give them wait time.Tell them you're not going to move on until they tell you something of their own.Be patient! They will do it eventually.  Just like the silence is awkard for you, it's even more awkward for them!Ask them to ask a question about something they don't understand.The last few pages are alternative ways to use the exit slips.  You don't always have to do the 3-2-1 strategy.

Learning Disabilities and Tutoring Strategies Learning Disabilities and Tutoring Strategies Presentation Transcript

  • Learning Disabilities and Tutoring Strategies Christine Scheets and Kaitlyn O’Connell By PresenterMedia.com
  • •Learning Disabilities We are not asking you to be a licensed psychologist by diagnosing them, but if you see something, please let someone know. • • If you see that a student is struggling with the same concept over and over, please let Accelerate know. Here’s an example of a math disability scenario…
  • •Learning Disabilities Students with processing disorders and ADHD typically have problems with math due to the processing portion of the tasks required by math. Unfortunately, some athletes get passed through school until college, where they are then required to understand everything. This causes gaps in knowledge and for them to be able to learn the necessary skills to be successful (i.e., times tables). • Take one minute to do the activity on the next slide and in your packet…. only ONE minute!!
  • •Learning Disabilities
  • •Learning Disabilities This activity is what students with processing disorders have issues with every time they see math. They will deflect and want to talk about anything and everything except for math. If you notice a similar issue, please tell someone in Accelerate. If they do have an issue that gives them accommodations, they may qualify for the CEA version of math. The CEA version of math is all pencil and paper with nothing on the computer. • The answers were: 63, 98, and 93.
  • •Reading Comprehension If a student cannot read a textbook (literally cannot comprehend anything at all), please let Christine know. If they do have a reading disability, they typically have failed the first or second grade. • Below is information that may be useful as it relates to reading comprehension…
  • •Reading Comprehension Take ONE minute to decode as much as you can, using only the key provided…
  • •Reading Comprehension Here is what the decoding should look like:
  • •Reading Comprehension Some information about our students… • • • These are the types of things our students with reading disabilities face when they attempt to read. They struggle when classmates are done reading , and they barely have been able to start. There is an accommodation for some of our students where their books can be loaded into an app that shows them the text, while reading aloud. If they indicate they have this, you may find it useful to use the app during your sessions. If they cannot read, they will try to fake it so people do not know, deflecting to other activities. Sometimes, it helps a student to listen and follow along at the same time to comprehend the material.
  • •Reading Comprehension Strategies to help with reading comprehension… • • • We do not want the student-athletes to just read for an hour long tutoring session with no student-tutor interaction. You can use text-coding for when the students need to read. This will help them think about the text while reading it to have the student better understand the material. Look in your packet for more information on how text-coding works when reading.
  • •Reading Comprehension Information about the article… • • • • With the Common Core now in schools, there are gaps in knowledge, which text-coding helps the students to read and comprehend while going through the text. Christine has used a text coding system on the first two paragraphs. “Read alouds” allow someone to read aloud while the other person listens to the reader’s thoughts. This is so a student understands what goes on inside a good reader’s head while reading. If you notice a student has been highlighting when you are going through text, ask him/her why he/she is highlighting those passages. You want him/her to be able to justify what they are marking… many of our students will just make it “pretty.”
  • •Reading Comprehension Here is the text coding bookmark we use… Now we will use the text coding symbols to code an article… Read aloud the first 2 paragraphs, taking into account Christine’s comments. Then go through the article, marking up the article using the text coding symbols.
  • •Bloom’s Taxonomy We are not expecting you to use this in tutoring sessions, but this will help create a higher level of thinking in some students, helping them become experts in the material. Evaluation Synthesis Analysis Application Understanding Knowledge
  • •Bloom’s Taxonomy Evaluation Synthesis Analysis Application Understanding Knowledge • • • • • • EVALUATION = appraise, argue, assess, attach, choose, compare, defend, estimate, judge, justify, rate, recommend, select, support, value, evaluate SYNTHESIS = arrange, assemble, collect, compose, construct, create, design, develop, formulate, hypothesize, invent, monitor, organize, plan, prepare, propose, setup, test ANALYSIS = analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, integrate, outline, question, separate, test APPLICATION = apply, choose, construct, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write UNDERSTANDING = clarify, classify, describe, discuss, explain, express, identify, illustrate, indicate, locate, paraphrase, recognize, report, restate, review, select, summarize, translate KNOWLEDGE = arrange, define, duplicate, identify, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, retrieve, state, write.
  • •Extra Resource Packet We are not asking you to give these tools to the students or reproduce for distribution, but to rather use as an extra tool in sessions. • VOCABULARY WORD MAP • • • A-Z INFORMATION • • Have them take a few minutes to sketch out what you are discussing to visualize a word. This will help our students remember vocabulary words better. Most of our students are visual learners and will remember information much better by sketching out the content. Write A-Z somewhere and have the student list everything they know about the content, using the letters. 3-MINUTE PAUSE • This will help students figure out what’s going on, while giving them a short break from the session.
  • What are some VICTORIES and CHALLENGES you have been having in your tutoring sessions?
  • QUESTIONS?