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Low Achieving Students

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Lindsay Lucas

on 16 April 2013

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Transcript of Low Achieving Students

Lindsay Lucas & Brooke Rajweski Teaching Low Achieving Students What is a Low Achieving
Student? Classroom Techniques How to teach Low Achieving Students Help Students Connect the Information
Help Students See Patterns and Relationships
Make Key Concepts Apparent
Make the New Information Relevant
Combine Storytelling with Multiple Examples of the Same Concept
Use Multiple Representations of the Same Concept
Reinforce the Auditory Information with Visual Stimulus
Make Students Aware that Not All Information is Equally Important How can teachers engage LA students? A low achieving student is a student who
-falls below grade level
-is not considered Special Ed 1. Whole Classroom Instruction
2. Small Group Instruction
3. Tutoring
4. Peer Tutoring
5. Cognitively Oriented Instruction
6. Computer Assisted Instruction
7. Differentiation "students are not meeting the outcomes we would expect students of this age group to achieve" -exzuberant blog Goals: Goals & Objectives Objectives: "children with IQ levels lower than average but not low enough to categorize them as learning disabled or mentally disabled" - Christine Lebednik To inform future teachers methods, strategies, and basic information
on how to teach low achieving students - Define what a low achieving student is
- Describe classroom techniques for low achieving students
- Use resources to engage low achieving students
- Use strategies to keep low achieving students on task Cognitively Oriented Instruction -instruction based on strategies for thinking and monitoring learning

congintive strategies
-"how to strategy"
-ex. teacher gives steps for a math problem
-metacognitive strategies
-ex. thinking about one’s own thinking
-makes student a life long learner Computer Assisted Instruction - use of a computer to present materials for
instruction and to monitor learning Differentiation -designing and implementing curriculum, teaching strategies, and assessments to meet the needs, interests, and abilities of all students -More student-centered instruction approach which especially
benefits students at risk

-"It's a combination of things: The multimedia - it's a different arena from the one in which they failed; and they have a sense of control."

Findings:
- Video helps students make emotional connections with the material they're learning.
- Students who seldom participate in class discussions become more active on-line.
- The training teachers have affects the success students have with technology Activity Examples Differentiation Strategies while teaching in the Low Achieving classroom Strategy #1: Provide short, simple, and sequential directions, one at a time
Strategy #2: Use visual cues and modeling to reinforce oral directions or explanations
Strategy #3: Repeat information or directions or ask other students to repeat and paraphrase what you have just said
Strategy #4: Give only five to seven pieces of information at a time to avoid WM overload
Strategy #5: Categorize information by grouping together related objects or events
Strategy #6: Use semantic maps or networks to connect a main idea to related ideas
Strategy #7: When conveying visual information, use the spatial contiguity principle THUMB IT
Have students respond with the position of their thumb to get a quick assessment.
Where am I now in my understanding of ________?
Thumbs Up-Know a lot about this
Thumbs Sideways-Know some about this
Thumbs Down-Know very little Yes/No Cards
􀂃 Students are given two index cards or students can make simple cards with notebook paper.
􀂃 Students write YES on one card and NO on the other.
􀂃 When a question is asked, students hold up YES or NO.
􀂃 Ex. Ask the students if they know the meaning of a metaphor? Periodically call on someone who has a YES card held up to let students know you may ask sometimes. Pre-Assessment Strategies
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