If the student has difficulty learning by listening, then try… Before the lesson: Pre-teach difficult vocabulary and concepts; State the objective, providing a reason for listening; Teach the mental activities involved in listening — mental note-taking, questioning, reviewing Excellent share! Thanks, very helpful! In targeting instructional approaches, we should be into the perception that we are to improve the outcomes of learning and help students in every possible way. She believes in the power of collaboration and shares her best teaching practices and classroom essentials that can help other teachers in the field. There are many ways of modifying instructions. Therefore, as teachers, we have to be aware of the amazing benefits of collaboration in education. making education accessible and equitable to all, How Do Multifunction Printers Work? To accept an alternate form of information sharing, such as the following: Provide a prompt, such as beginning the sentence for the student or giving a picture cue, Give the rules for class discussion (e.g., hand raising), Give points for oral contributions and preparing the student individually, Teach the student to ask questions in class, Specifically teach body and language expression, Wait for students to respond — don't call on the first student to raise his hand, First ask questions at the information level — giving facts and asking for facts back; then have the student break in gradually by speaking in smaller groups and then in larger groups, Allow a peer or parent to read text aloud to student, Look for same content in another medium (movie, filmstrip, tape), Provide alternative methods for student to contribute to the group, such as role playing or dramatizing (oral reading should be optional), Substitute one-page summaries or study guides which identify key ideas and terms as the reading assignment, Provide questions before student reads a selection (include page and paragraph numbers), Put the main ideas of the text on index cards which can easily be organized in a file box and divided by chapters; pre-teaching vocabulary, Be more concrete-using pictures and manipulatives, Provide experience before and after reading as a frame of reference for new concepts, State the objective and relating it to previous experiences, Use manipulatives such as letters from a Scrabble™ game or writing letters on small ceramic tiles, Reduce or omit assignments requiring copying, Allow the use of a tape recorder, a typewriter, or a computer, Provide courses in graph analysis or calligraphy as a motivator, Use graph paper to help space letters and numbers in math, Use manuscript or lined ditto paper as a motivation technique (brainstorm the advantages of legibility with the class), Diorama, 3-D materials, showcase exhibits, Review of films and presentation of an appropriate one to the class, Have the student dictate work to someone else (an older student, aide, or friend) and then copy it himself, Shorten the written assignment (preparing an outline or summary), Provide a sample of what the finished paper should look like to help him organize the parts of the assignment, Oral responses (try some oral spelling tests), Dictate the work and then asking the student to repeat it (saying it in sequence may eliminate errors of omitted syllables), Avoid traditional spelling lists (determine lists from social needs and school area needs), Use mnemonic devices ("A is the first capital letter," "The capitol building has a dome"), Have students make flashcards and highlight the difficult spots on the word, Give a recognition level spelling test (asking the student to circle correct word from three or four choices), Teach words by spelling patterns (teach "cake," "bake," "take," etc. Group of teachers working together and sharing their best teaching practices. 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