1) What classic symptoms of a learning disability does Nathan exhibit?
He does his work but forgets to turn it in. He gets distracted easily and doesn't finish tests and quizzes but he knows what the answers are and he is very smart. He probably has ADHD.
2) What accommodations has Nathan received in the past?
In the past, doctors prescribed him medication to help him with his disability. The medication seemed to help, but he did not like the side effects of it.
3) What strategies would you recommend to help Nathan work with his learning disability? Why?
I would help Nathan set up a planner to help him remember what all of his assignments are for all of his classes and encourage him to show it to his parents daily so they know what homework he needs to do. I would have him check off each assignment when he was finished with it and then again when he turned it in so that he could remember that he turned it in. For tests and quizzes I might try having him do some of the questions orally so that he could show he knows the answers but not have so much time to get distracted. For questions that needed to be answered on paper I would make sure he had a quiet place, perhaps away from the other students, to take the test and allow him extra time to complete the questions.
4. How many students like Nathan will you likely have in your classes? Justify your response by summarizing the information from a link or reference (include the link/reference).
http://www.athealth.com/Consumer/disorders/nichcy_adhd.html
This article says that as many as 5 out of every 100 children has ADHD. That is about 1 out of every 20 students, so I will likely have 1 to 2 students with ADHD in my class every year. It's important to know how to accommodate students with ADHD and what options are available to these students since it is such a common disability. Sometimes parents don't know what their options are for their child and as a teacher I can provide them with some basic background knowledge where they can start to find options that work best for their child.
Monday, February 22, 2010
Tuesday, February 16, 2010
Course Contract Review #2
1) I'm doing well at making sure I understand the concepts and asking for help. Kiyna and I studied together before the test and made sure we both understood things. I helped her understand things she didn't quite understand and she explained things to me that I didn't understand. I have also been doing well at staying caught up with the assignments in the class.
2) I have still not been doing as well as I could with reading the text book thoroughly. I get the answers for the study guide and read those things in depth and then I scan the rest of the chapter very quickly. I need to spend more time reading all of the information in more depth.
3) I feel like I am doing a lot better on my goals now then I was after the last test. I am learning specific strategies that I can use to help my students learn better and help them to retain better what I've taught them. I have also been getting help from my classmates with things that I don't understand and working with them to understand and remember the information from the class better.
4) When I read the chapters I need to use the 4 R's to get myself reading more thoroughly instead of just skimming the information that is not on the study guides. I need to start applying the things I've learned about my own learning styles to other classes so I can learn better. I need to make outlines when I read chapters for other classes and write how it applies to me and to teaching.
5)I think I have been focusing more on mastery goals more now then I was after the first test. I am starting to ask myself with every assignment, "How can I use this information and apply it to me as a future teacher?" I think about assignments different when I think they can help me rather than if I feel like they are just busy work that I'm just trying to finish for a grade. There are some assignments in other classes that I need to think harder about how they will apply to me as a teacher because I don't put as much energy and thought into the assignments that I feel aren't helpful.
2) I have still not been doing as well as I could with reading the text book thoroughly. I get the answers for the study guide and read those things in depth and then I scan the rest of the chapter very quickly. I need to spend more time reading all of the information in more depth.
3) I feel like I am doing a lot better on my goals now then I was after the last test. I am learning specific strategies that I can use to help my students learn better and help them to retain better what I've taught them. I have also been getting help from my classmates with things that I don't understand and working with them to understand and remember the information from the class better.
4) When I read the chapters I need to use the 4 R's to get myself reading more thoroughly instead of just skimming the information that is not on the study guides. I need to start applying the things I've learned about my own learning styles to other classes so I can learn better. I need to make outlines when I read chapters for other classes and write how it applies to me and to teaching.
5)I think I have been focusing more on mastery goals more now then I was after the first test. I am starting to ask myself with every assignment, "How can I use this information and apply it to me as a future teacher?" I think about assignments different when I think they can help me rather than if I feel like they are just busy work that I'm just trying to finish for a grade. There are some assignments in other classes that I need to think harder about how they will apply to me as a teacher because I don't put as much energy and thought into the assignments that I feel aren't helpful.
Monday, February 8, 2010
Social and Moral Development Case Study
1) I think the most effective would be when the parents invite other kids over to play. This way they get to know the other children in the class more one on one and they will learn to resolve conflicts with that person. In the classroom if they have a conflict with another student, they can just move on and play with someone else. If they are playing at their home they don't really have the option to play with someone else so they have to work it out or not play.
2) The children in their class are in the Initiative vs. Guilt stage. In this stage, children learn what is socially acceptable. By using literature, they children can hear from the stories what kinds of things are socially acceptable in making friends and they can start to imitate and learn from those stories. Children will remember it longer if it is a story and not just something the teacher has told to them. They will learn better from the examples of literature and stories. They will learn how to work well with others to accomplish a task that needs to be done.
3) Using stories and literature can help students to start to reason morally if you stop and ask them questions about it. Kohlberg used stories and dilemmas, like Heinz's Dilemma, to get kids thinking about what is morally right and wrong. Teachers can use literature to do the same. When reading a story to the students, the teacher can stop and ask the kids questions that get them thinking. Open ended questions like, "What do you think Suzy should do in this situation?" will get the kids to start thinking and help with their moral reasoning.
4) Reading a letter from a friend makes it seem more real to the students than simply reading it from a story book. I think they are more likely to try to think of solutions the would be realistic and work if they think they can actually respond and give advice to the person who needs help. Making the situation real to the students will help them move from Piaget's heteronomous moral stage to the autonomous moral stage. They will start to see that people have different rules or set ways of making friends and that those don't always have to be the only way to look at making friends. For example, a shy student might learn that they can go out of their own comfort zone to try to make friends with someone else instead of just letting others come to them. Thinking of new strategies also helps in their cognitive development because they learn through discussion how to talk out more than one possibility to solve a problem.
2) The children in their class are in the Initiative vs. Guilt stage. In this stage, children learn what is socially acceptable. By using literature, they children can hear from the stories what kinds of things are socially acceptable in making friends and they can start to imitate and learn from those stories. Children will remember it longer if it is a story and not just something the teacher has told to them. They will learn better from the examples of literature and stories. They will learn how to work well with others to accomplish a task that needs to be done.
3) Using stories and literature can help students to start to reason morally if you stop and ask them questions about it. Kohlberg used stories and dilemmas, like Heinz's Dilemma, to get kids thinking about what is morally right and wrong. Teachers can use literature to do the same. When reading a story to the students, the teacher can stop and ask the kids questions that get them thinking. Open ended questions like, "What do you think Suzy should do in this situation?" will get the kids to start thinking and help with their moral reasoning.
4) Reading a letter from a friend makes it seem more real to the students than simply reading it from a story book. I think they are more likely to try to think of solutions the would be realistic and work if they think they can actually respond and give advice to the person who needs help. Making the situation real to the students will help them move from Piaget's heteronomous moral stage to the autonomous moral stage. They will start to see that people have different rules or set ways of making friends and that those don't always have to be the only way to look at making friends. For example, a shy student might learn that they can go out of their own comfort zone to try to make friends with someone else instead of just letting others come to them. Thinking of new strategies also helps in their cognitive development because they learn through discussion how to talk out more than one possibility to solve a problem.
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