Applying Strategies and Best Practices
Reflect: Consider the general best practices and specific strategies presented in this lesson.
Choose two of the student scenarios below. First, identify at least two difficulties each student may be experiencing in their online class. Then, discuss two best practices or specific strategies that might be helpful to each student.
Two difficulties Hopper might be experiencing because of his Dysgraphia are writing by hand and difficulty thinking while writing. Typing instead of writing may be preferential to Hopper. I would speak with him or his parents to find out. But, most likely typing is being used over handwriting because of the online nature of the course. I would suspect that the second difficulty mentioned above is most likely the culprit of his bad grades. I would work with Hopper to teach his how to write, not just type, using a word document, or the like. Once a student learns how to write a paper or report in a word document rather than on paper, efficiency actually increases. On paper, a student is often forced to write in a specific order, not allowing for mistakes or to easily move information around. Hopper, like many, might think of different aspects of the assignment while in the writing process. I would show Hopper a method that I like to use. Not being a language arts person, I don't know if this strategy has a specific name. Being a science person, I typically think in a very organized order. First I would read the requirements of the assignment, bullet pointing each one. I do this almost as a teacher would while creating a rubric to grade an assignment. If the assignment is a written report, I would make a bulleted list of what I needed to do. If it is an essay, I would make a list of the points I would like to make and then physically separate these into sections on my document. This is much easier to do on the computer than on paper because you can easily type a sentence or idea and then cut and paste it to the correct section if you determine that it is misplaced or better placed elsewhere. Making these sections of ideas before Hopper starts writing the body of the work will force his to organize his major themes. Then, he can start thinking of specifics and creative ideas. He can easily move around in his document to type in the appropriate section. Or, he can write in a free form manner, then cut and paste each thought into the appropriate section.
In science, our written reports are most commonly lab reports. Lab reports by nature are written in specific sections. I would discuss with Hopper how this will work to his advantage because it will help him to be organized in his writing. I would also refer him the many reference materials I have that will show him how to write each section of a lab report.
Another option might be for Hopper to present the required information using a different platform. Powerpoint or Prezi can present the same information as a written report but forces the writer to divide the information up into sections for presentation. Yet another option would be to allow Hopper to verbally present some of the information. This could be done in a video or voice recording.
Two difficulties Kali may be experiencing are adhering to a rigid set of due dates and being able to keep up with the workload. In a science course that also requires hands on labs, she may also have physical difficulty, depending upon her condition, completing that work.
Because Kali's absences have been verified and medically excused, I would work with her and her special needs coordinator to modify her schedule. This may include omitting certain assignments, changing due dates, and condensing her workload. I would make the assignments that are considered practice optional to her and only require those assessments that would verify the mastery of a topic.
For hands on labs that might be difficult for her to complete, I would provide online options if the lab is a necessity for her understanding. If the lab is only meant to reinforce a topic, I would make it optional for her.
Because Lupus often presents in flares, her schedule would likely need to be continually modified as her condition changes. I have had students who have been hospitalized for extended periods of time. It required consistent communication with the parents and other GAVS personnel. For students in such situations, it requires patience, understanding, and flexitilby from the teacher!
Choose two of the student scenarios below. First, identify at least two difficulties each student may be experiencing in their online class. Then, discuss two best practices or specific strategies that might be helpful to each student.
- Hopper has an IEP with accommodations for Dysgraphia. Your class requires written reports in each unit on various topics. Hopper expresses concern over his grade in your class because of the written reports. You know Hopper is putting forth effort, but he still is not passing your class. He asks what he can do to improve his grade. How do you respond?
Two difficulties Hopper might be experiencing because of his Dysgraphia are writing by hand and difficulty thinking while writing. Typing instead of writing may be preferential to Hopper. I would speak with him or his parents to find out. But, most likely typing is being used over handwriting because of the online nature of the course. I would suspect that the second difficulty mentioned above is most likely the culprit of his bad grades. I would work with Hopper to teach his how to write, not just type, using a word document, or the like. Once a student learns how to write a paper or report in a word document rather than on paper, efficiency actually increases. On paper, a student is often forced to write in a specific order, not allowing for mistakes or to easily move information around. Hopper, like many, might think of different aspects of the assignment while in the writing process. I would show Hopper a method that I like to use. Not being a language arts person, I don't know if this strategy has a specific name. Being a science person, I typically think in a very organized order. First I would read the requirements of the assignment, bullet pointing each one. I do this almost as a teacher would while creating a rubric to grade an assignment. If the assignment is a written report, I would make a bulleted list of what I needed to do. If it is an essay, I would make a list of the points I would like to make and then physically separate these into sections on my document. This is much easier to do on the computer than on paper because you can easily type a sentence or idea and then cut and paste it to the correct section if you determine that it is misplaced or better placed elsewhere. Making these sections of ideas before Hopper starts writing the body of the work will force his to organize his major themes. Then, he can start thinking of specifics and creative ideas. He can easily move around in his document to type in the appropriate section. Or, he can write in a free form manner, then cut and paste each thought into the appropriate section.
In science, our written reports are most commonly lab reports. Lab reports by nature are written in specific sections. I would discuss with Hopper how this will work to his advantage because it will help him to be organized in his writing. I would also refer him the many reference materials I have that will show him how to write each section of a lab report.
Another option might be for Hopper to present the required information using a different platform. Powerpoint or Prezi can present the same information as a written report but forces the writer to divide the information up into sections for presentation. Yet another option would be to allow Hopper to verbally present some of the information. This could be done in a video or voice recording.
- Kali has recently been diagnosed with Lupus. The last few weeks, she has an inconsistent login history for your class due to her medical challenges. Kali is also behind on assignments, and she emailed about making up the work she missed while she was absent. Her medical diagnosis and absences have been verified and her absences have been medically excused.
How would you support her?
Two difficulties Kali may be experiencing are adhering to a rigid set of due dates and being able to keep up with the workload. In a science course that also requires hands on labs, she may also have physical difficulty, depending upon her condition, completing that work.
Because Kali's absences have been verified and medically excused, I would work with her and her special needs coordinator to modify her schedule. This may include omitting certain assignments, changing due dates, and condensing her workload. I would make the assignments that are considered practice optional to her and only require those assessments that would verify the mastery of a topic.
For hands on labs that might be difficult for her to complete, I would provide online options if the lab is a necessity for her understanding. If the lab is only meant to reinforce a topic, I would make it optional for her.
Because Lupus often presents in flares, her schedule would likely need to be continually modified as her condition changes. I have had students who have been hospitalized for extended periods of time. It required consistent communication with the parents and other GAVS personnel. For students in such situations, it requires patience, understanding, and flexitilby from the teacher!