Module 2 Strand G3
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Module 2 Strand G3
Teacher Interactions with LD Students
Three Types of Teacher Interactions:
- instructional
- behaviour management
- social ( see M2 Strand G4 )
Note: Become more aware of the statements you make in an effort to focus on instruction rather than behaviour and social interactions with LD students.
Instructional Statements
- Choose appropriate level of questions to foster growth of all students
- Don’t rely texts to determine appropriate questions
- Interest Box 8.2 Questioning Strategies, Bender, p. 219
-HOTS (Higher order thinking skills) vs LOTS (Lower order thinking skills)
-increased teacher awareness helps all students but especially LD
Behaviour Management
- Refer to Richard Lavoie videos to supplement strategies to use in these areas
- Refer to strategies studied and discussed in Behaviour Elective
Typical Characteristics of Adolescence with LD
- Cumulative Deficit
-deficits in achievement accumulate
-contrary to hopes for increased academic achievement levels among adolescent LD students
-research suggests LD students fall further and further behind
-cumulative deficit compounded by lower levels of task-oriented behaviour
- Academic Plateau
-reading achievement scores around grade 5 in grade 10
-lower language capabilities create difficulties students attempt to master content areas in h.s.
- Cumulative Reading Deficit
-may be further compounded by readability level of textbooks
Reading Assistance Strategies
- Refer to Interest Box 8.3 in Bender, p.222
-completion of secondary curriculum very difficult
-lower language capabilities create difficulties students attempt to master content areas in h.s.
Metacognition and LD Adolescents
- Creates more baffling problems
- Refer to Richard Lavoie videos to supplement strategies to use in these areas
- Social characteristics that get in the way of metacognitive strategies usage:
-poor self-concept and self-confidence
-poor social skills and social relationships
-lack of self-motivation
-poor attitudes
THOUGHTS TO PONDER:
It appears that early identification is critical for this bleak prognosis to end. It appears that improved intervention is needed now. Raised awareness, increased and improved PD for teachers and changes in Preservice Teacher Preparation Programs need to be addressed. Secondary Reform Initiatives must address PD and take this opportunity to challenge H.S. teachers to think differently about LD students (average or better learners-but performers years behind academically). This is a BGO (Blazing Glimpse of the Obvious). Post your comments for discussion in Caucus as M2SG3.
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