Activity 2.3- Part 2 (Brady)

 Learning Disabilities

            From the LD online website I learned learning disabilities (LD) are due to differences in a how a person’s brain is wired. While it is a neurological disorder, it does not mean a child is any less smart than his or her classmates. Children with an LD do not fall under one category. They struggle in several ways and various subjects. Common learning disabilities include dyslexia, dyscalculia, dysgraphia, auditory and visual processing disorders, and nonverbal learning disabilities.

            A language-based disability, dyslexia, causes individual difficulties in understanding written words. Dyscalculia causes students trouble in solving arithmetic problem and/or understanding math concepts. Dysgraphia gives students difficulties in writing letters within a certain space. Auditory and visual processing disorders causes challenges to students in understanding language. Lastly nonverbal learning disabilities, a neurological disorder, result in students struggling with numerous activities such as organizing, evaluating, and visual-spatial, or intuitive processing functions.

            A learning disability impacts a student’s learning in various ways. It can influence them emotionally. Having a learning disability often leads a child to emotional distress or can heighten an already existing emotional problem. Students with LD have self-esteem, frustration, anger, depression, or aggression problems. Interpreting and trying to understand why they learn differently from other students can cause all of these feelings. These feelings sometimes lead students acting out. They may be impulsive, withdrawn, overactive, etc. because they are dealing with their LD. They may feel alone or embarrassed because they are not like their peers. They often have lower self-worth because of their academic performance or their limited or non-existent social interactions.

           

            A learning disability can also impact a student’s development. Some children develop and mature slower than peers. Consequently, they may struggle with finishing work. Likewise, some students with auditory or visual processing problems may misunderstand sights and sounds because of their brain and may not be developmentally where their peers are. Sometimes, this is caused by injuries before birth or in early infancy. Students born prematurely also can exhibit LDs and so developmentally, they too, are behind their peers.

            A learning disability cannot be cured, yet instead stays with the learner their entire life. This does not mean they will never be good at school. Students with LDs can be successful both in school and their social life with the right accommodations, background knowledge, and strategies in place. These need to be introduced into an LD’s world as soon as possible and need to be adjusted according to their learning needs at that specific time. Parents and teachers need to be students with LD’s biggest supporters by promoting their strengths. It needs to be a partnership and collaboration between all members in a student with LD’s life.

           

            In conclusion, I learned a lot about learning disabilities from this website. Some specific facts I would like to conclude with are that typically learning disabilities run in families. In fact, many theorists believe specific learning disabilities are inherited. Studies have also found LDs typically are found in boys more so than girls. One hypothesis states that this may be due to a slower maturation rate. Lastly, out of all the LDs, reading difficulties account for about 80% of learning disabilities. Understanding and knowing all the facts about LDs like the ones I mentioned is crucial in setting up the best all inclusive classroom possible. 

Activity 2.3- Part 1 (Brady)

MISUNDERSTOOD MINDS

Attention:

I found the Misunderstood Minds website very interesting. I went through each part of the website. I started with the attention section. In the attention section, I did the experience first hand. The first activity was a visual one in which I read a passage while visual distractions appeared. Later a quiz was given. This activity was extremely eye opening. It really showed me how visual distractions can cause confusion and lack of focus for students. The second activity was an auditory one in which I listened to oral instructions. The task was to place certain shapes on other shapes to reveal a picture. Throughout the directions, many auditory distractions were made. This made listening to and completing the picture extremely difficult. Again, it gave me great insight into how my students feel with the noises at our school. The last section in the attention section of the website was a video on attention by Dr. Mel Levine. In this video he talks to both a second and fifth grade student and their perspective on their attention needs. In the attention section, it gave some important basic facts, difficulties, and responses regarding attention. I feel this a beneficial plethora of knowledge for both teachers and parents of students with attention difficulties.

Reading:

The second section I explored in this website was the reading portion. I started with the experience first hand in which I did a decoding activity in recognizing phonemes. This was especially interesting to try out because I teach in second grade in which a lot of phonics is used. I was frustrated trying to read the passage and basically gave up after trying to read the second line. I can imagine this is how my students feel when they read and struggle with breaking down the sounds in a word. The next exercise was a memory activity in which I was to recall and understand. This was another hard activity for me and helped me realize how difficult reading a passage and comprehending it can be for my second graders. The last exercise in this section was a reading video on remembering what I have read. This explained how difficult it is for students to comprehend long passages. Typically they don’t comprehend because they do not understand what they are reading. This tells me how important it is to model early on in my second grade class how to stop and think about each and every sentence as a reader.  This part of the website also explained the basics, difficulties and responses to reading which would also be beneficial to parents and teachers.

Writing:

The third section was on writing. The first experience first hand activity was a graphomotor activity in which I traced the letters. This was a very timing consuming and difficult activity. It really exemplified how students with graphomotor difficulties struggle in the classroom. The second activity was a composition activity in which I had to put ideas into sequence. This part of the website made me realize how challenging it is for students to write a cohesive paper. They have to remember rules, spelling, sequencing words, etc., which can be, so time consuming and cause writer’s block. The last activity in the writing section was a writing video based on making writing automatic. This video stressed how hard it is for students to not only remember the rules of grammar, but the difficulties of organizing in a logical and thematic way their pieces of writing. Students need several strategies and tips to become better writers. They also need a lot of practice and information on how to become better and more fluent writers. This section also gave some great and beneficial tips on the basics, difficulties, and responses of writing.

Math:

The last section I viewed was centered on mathematics. The first activity was an arithmetic activity that used basic facts. The second exercise was a special activity, which was based on making 3-D inferences. The third activity was a sequence activity, which used multistep problems. The last activity in this section was a math video based on mathematics and memory. All these activities help me go back in time when I was first learning math skills and information, especially the first activity that used basic facts. This was extremely helpful to me because my students are going through the process of learning their math facts. I learned from this section of the website how crucial it is to support learners, be patient, and the necessity for both math manipulatives and plenty of practice.

Summary:

Overall, I really enjoyed exploring this website. I learned valuable information in all the sections; however, what I took most from it was the feelings, thoughts, and emotions my students feel when they struggle in any or all of these areas. This website gave me a lot of empathy and understanding for not only my struggling student, but for all students as they learn new ideas and concepts in the classroom.

Activity 2.2 (Brady)

1.              Suggest at least three ways that strategies can help students in the classroom.

Strategies help students in many ways. First, it helps them accomplish tasks quicker and more effectively.  Second, strategies help improve academic performance. Third, strategies empower students and allow them to build confidence and independence.

2.              Compare the characteristics of strategic learners with those of non-strategic learners.

Strategic learners are analytical and planners. They are flexible and can transition between simple and complicated tasks. They use their previous background information to begin new tasks. They exercise organizational and procedural strategies to attack more difficult tasks. As self-regulators, these students are aware of their actions and learning. Typically, they receive higher grades due to their study skills and work ethic. They assess their goals and determine what steps they need to take next to meet these goals.

Non-strategic learners are disorganized and impulsive. They do not have the skills to break down tasks. They have trouble remembering and focusing on a task. They are not persistent and often are frustrated or anxious. They feel like failures and often blame these feelings on other environmental factors such as noises, the teacher’s opinion of them, etc.  

3.              List the six research-validated stages of SRSD. What aspects of each would you emphasize as the most important?

Stage 1: Developing and Activating Background Knowledge

Defining the skill a child needs to perform the strategy is key. Explaining what the child will need to do or know helps them access their appropriate strategy to complete this task. Assessing that child’s knowledge of that skill is also key in this stage. You cannot go further before you first look at what your child knows. For example, you cannot teach the regrouping strategy in math if your child does not know how to add first.

Stage 2: Discussing the Strategy

In this step, teachers need to go into depth about this strategy and its benefits. We need to sell this strategy to students so they not only use it independently, but also see it benefiting them. If a student believes this strategy is of no help, they will not use it. Thus, we have to encourage students first of the benefits of individual strategies in helping them optimally use these strategies.

Stage 3: Modeling the Strategy

Demonstrating the strategy is extremely important, especially as students use metacognition skills. We must state how we are thinking about and using this strategy aloud. Students hear this and consequently, learn to use strategies more effectively. From modeling, students understand strategy usage requires a conscientious effort. It also takes a series of organized steps to use it as well. Explaining how to utilize strategies by acting out and verbalizing the process of strategy use helps students feel confident in trying out the strategy.

Stage 4: Memorizing the Strategy

This is the easiest and quickest of all the steps. To use these strategies effectively in the future, students need to memorize the specific steps. If they cannot remember a step or two, then the strategy will not be used or it will be ineffective. In order to prevent this, teachers can make up games in which students actively use and remember strategies.

Stage 5: Supporting the Strategy

This is an extremely important collaborative stage, in which both the teacher and student work together to increase the effectiveness and use of the strategy. At this stage, the teacher’s goal is to help support and guide strategy usage. The goal is for the student to eventually use this strategy independently. This is similar to scaffolding in instruction. Initially, the teacher starts off the acquisition of learning and slowly learning responsibility is shifted to the student and independent knowledge is attained.

Stage 6: Independent Performance

Stage 6 calls educators to monitor and help students maintain their independent strategy use. It is extremely important for teachers to check in with students and observe the strategies being used. If strategies are ineffective or used incorrectly, then teachers must help students come up with alternative strategies or even reteach the strategy over.

4.              Imagine you are a fifth-grade teacher. Mary Ann, a student in your class, understands why she should use an instructional strategy that you are teaching, but she is not yet ready to use the strategy independently. Explain how you would help prepare her to do so.

Mary Ann is currently in stage 3 of the SRSD process. I have developed and activated her background knowledge (stage 1) and have discussed the strategy (stage 2). My next step in helping Mary Ann use this skill is to model the strategy (stage 3). I will use the specific strategy so Mary Ann can see and hear me apply it. I will explain the specific steps I am using aloud. Using a self-regulation process I will break down each step asking why, how, and what. Using this simplified process, Mary Ann will understand how I use the skill as a learner.

Following stage 3, I will help Mary Ann reach stage 4, memorizing the strategy. We will play a game in which she lists and uses each individual step in the strategy. By the end of this stage, Mary Ann will know and understand each of the steps and their purpose.

My next step with Mary Ann will be to support her strategy (stage 5). I will collaborate with her as she uses this strategy in the classroom. I will use the process of scaffolding to help ensure this skill continues and is effective.

As Mary Ann uses her strategy effectively and more independently, I will move on to help Mary Ann independently perform this strategy without my intervention (stage 6). I will not leave Mary Ann alone in her strategy usage, but rather monitor her strategy use in regards to her academic performance. If academic performance improves, Mary Ann and I will note the effectiveness of the strategy. If it does not improve, we will use another strategy or I will reteach her the strategy. Taking Mary Ann through the stages of SRSD will ensure Mary Ann is effective in the classroom.

5.              You've followed along as Mr. Carter introduced the four self-regulation strategies in a way that was appropriate to the needs of his students. Can you describe an alternate way to introduce the self-regulation strategies.

Mr. Carter introduced four basic self-regulation strategies including goal setting, self-monitoring, self-talk, and self-reinforcement. Self-regulation requires students to control one's learning and regulate as needed their environment, thoughts, behavior, and emotions to be successful.

Students need to know they may not be able to control everything; however, they need to prioritize what areas they can control and accomplish successfully. Teaching students this awareness is an alternate way to introduce self-regulation. More specifically, I assist students self-regulate by starting with their environment. Teaching students how to create an environment conducive to concentration is key to success.

Another self-regulation strategy is to make sure students know the correct methods and procedures for doing an assignment. Each time they start a new task, they must go over directions carefully and fully to ensure they are aware of how to do the work. Making a conscientious effort to start all new work this way is crucial and a good habit. 

Lastly, teaching students to control emotions during tests is another wonderful self-regulation technique I implore. For example, if a test is too hard for my students, I instruct students to take deep breaths. I also teach controlling emotions and not panicking. I remind them to concentrate and focus as best as possible.  I prompt them to recall how far they have come in knowledge base and that while a question may be hard now, with work and strategies in place it will not be in the future. Teaching them these self-regulation strategies ensures their social and academic success. 

Brady- Activity 2.1

In Learning Disabilities and Related Mild Disabilities, I read a story entitled “ I have a kid who…” This story talks about a group of seventh grade students who are both in a general education and resource classroom. The children like their new social studies teacher, Mr. Keene and are motivated to do well on his social studies test. In order to prepare for this test, they ask their resource teacher, Ms Weiss to help them study. Consequently, the students do extremely well. Other classmates feel this is not fair because they had help to study.

If I were the principal at the school, I would explain that this was indeed fair. These specific students took the correct steps a learner needs in preparing for a test. Seeking an educator’s advice on how to get ready for a test is an excellent strategy and this is what they did. These children struggle in learning skills; however, they use Ms. Weiss’s teaching and strategies to be more effective in the classroom. Assertive and proactive, these seventh graders were playing fair and being active participants in their learning.

Motivation played a huge role in this situation. The students wanted positive feedback and attention from the new social studies teacher, Mr. Keene. This attention would be immediate and tangible if they did well on the test. Having a concrete goal of thriving on a social studies test and getting praise from Mr. Keene caused these students to want to prepare for this test and succeed.

Ms. Weiss used numerous strategies in her teaching. Ms. Weiss used developmental psychology to understand the learning level of her students. Rather than quizzing them on vocabulary words, she understood their individual learning levels and started at the basics. She had these students grasp individual subskills prior to moving on to more abstract skills and straight memorization. For example, she had the students learn the vocabulary words by analyzing the root words, prefixes and suffixes. In order to improve their memory for the test, she also used cognitive psychology, which stresses the use of organizing information. Specifically, she used graphic organizers through the use of an outline to break up the chapter. She consequently, made studying more effective and easier. 

Brady- Activity 2.1 (Chart)

THEORY	CHARACTERISTICS	CLASSROOM EXAMPLES
Developmental Psychology	1) Developmental Variations: ·       Each child has a different preset rate of cognitive growth. ·       Maturation Lags- the abilities lagging in their development. ·       Teaching should be at the “Goldilocks Level” or middle level in which students accomplish skill with help.	Teachers develop a better understanding of their students’ thinking. They align their teaching strategies with their students’ cognitive level (e.g. motivational set, modeling, and assignments). Their goal is to help the individual construct knowledge.
Definition: A learning theory stressing the natural maturation of cognitive skills in a sequential order.	2) Piaget’s Maturational Stages of       Development: ·       Sensorimotor (Birth- age 2) ·       Preoperational (Ages 2-7) ·       Concrete Operations (Ages 7-11) ·       Formal Operations (Age 11)	My Classroom Examples:  1) Math- Students studying fractions may not be able to recognize that one-third and three-ninths are equal. In order for students to develop this skill, I provide them with opportunities to recognize similarities and differences at both the physical and abstract level. Thus, I allow them to use math manipulative to understand the concrete theory and eventually the abstract theory.
	3) Stages of Learning: ·       Exposure ·       Grasping the knowledge ·       Independence ·       Application	2) Reading- I use modeling and independent assignments to improve reading skills, phonetics, and comprehension. I provide centers in which students play games and use their new skills taught.  I encourage students to notice similarities and differences in objects to improve reading retention.
Theorists involved: ·       Vygotsky ·       Jean Piaget	4) Implications for learning disabilities       and related mild disabilities: ·       Birth-date effect ·       Conducive educational environment ·       Determine readiness prior to teaching targeted skill	3) S.S./ Science- I begin by assessing background knowledge, proceed to direct instruction and reinforce concepts by experiments, peer projects, games, etc.

THEORY	CHARACTERISTICS	CLASSROOM EXAMPLES
Behavioral Psychology	1) Based on following concepts: ·       Human behavior shaped by behavioral principles. ·       Modifying behavior requires direct focus on behavior. ·       Teaching objective needs to be clarified. ·       Target behavior is observable and measurable. ·       Intervention effectiveness requires consistent measurement.	Teachers develop a better understanding of their students’ by analyzing behavior. They align their teaching strategies using supports such as rewards, praises, and avoidance of unwanted consequences. Their goal is to help the individual learn based on their observable behaviors.
Definition: A learning theory stressing how behavior is learned.	2) Behavioral Unit: ·       Three keys events called A,B, and C. ·       ABC Model = A (Antecedent Event), B (Target Behavior), C (Consequent Event). 3) Functional Behavioral Assessment (FBA)     & Positive Behavior Support (PBS): ·       FBA – evaluation of the child’s behavior. ·       PBA- intervention to change that behavior. ·       Using the FBA, a child’s antecedent behavior is observed to determine what the challenging behavior is fulfilling for the student. ·       After recognizing this challenging behavior, the teacher substitutes an activity or PBS to avoid disruptive or inappropriate behaviors.	My Classroom Examples:  1) Math- I teach students how to solve a word problem by breaking down each step of the word problem. I assess whether students understand the necessary vocabulary words (such as “in all” or “difference”) to ensure they properly set up and solve the problem accurately.
	4) Direction Instruction: ·       Structured teaching of academic skills. ·       Lessons based directly on sequenced skills, repetition and practice, and fully scripted lessons. ·       Set goals are stated. ·       Sufficient time is given. ·       Immediate feedback. ·       Explicit teaching- similar to direct instruction; however, teachers teach each individual skill. 5) Behavioral Analysis: ·       Teachers analyze a specific learning need of students to understand the subskills needed to be taught. ·       Thus, teaching the subskills helps teachers allow students to master the desired complex behavior.	2) Reading- I use positive reinforcements (I.E. praise, giving tangible awards) when students read aloud of silently. I set up additional time, learning experiences, practice, and review for students who struggle phonetically in reading.
Theorists involved: ·       B.F. Skinner (“Father”)	6) Implications for learning disabilities       and related mild disabilities: ·       Direct instruction & explicit teaching are crucial ·       Direct instruction can be coupled with other teaching approaches ·       Determine readiness prior to teaching targeted skill ·       FBA & PBS help students with behavioral challenges.	3) S.S./ Science- I begin by assessing background knowledge, then I proceed to direct instruction by teaching one subskill at a time. Once this subskill is learned, I move on to the next subskill within the unit.

THEORY	CHARACTERISTICS	CLASSROOM EXAMPLES
Cognitive Psychology	1) Cognitive Processing: ·       Mental activities a learner uses. ·       Psychological processing disorder- students with learning disabilities. ·       Teachers determine strengths/ difficulties using observations, work samples, or tests.	Teachers develop a better understanding of their students’ learning by looking at a child’s cognitive characteristics. Their goal is to help the individual construct knowledge according to their mental thinking.
Definition: A learning theory studying the human processes of learning, thinking, and knowing.	2) Information-Processing Model: ·       Traces the flow of information within a person’s mind/ memory systems. ·       Goes from initial reception of info through processing that information to an action. ·       There are inputs, processing functions, and outputs. ·       Input (take in info), memory system (stores  & locates info), and central processing system (organizes/ processes info). ·       Short term memory- temporary data storage ·       Working memory- more active system than short term and uses complex cognitive tasks. ·       Long-term memory- permanent memory storage.	My Classroom Examples:  1) Math- Students use various charts on our math board to help retain and access information. They use hundred charts to organize thinking. We draw on previous facts such as our “10 facts” to help us learn new facts. We use our clock facts to help us learn our 5x’s multiplication.
	3) Cognitive Learning Theories: ·       Contemporary view on how a person learns, thinks, and acquires knowledge. ·       Examples include: 1.      Apprenticeships- learner works with knowledgeable adult in real-life problem. 2.      Graphic organizers- visual representations of concepts and knowledge using text and pictures. 3.      Concept Maps- uses a cluster of ideas and words that go together. 4.      Mind Mapping- pictorial method to transfer info from student or group of students to large piece of paper, chart, etc. 4) Metacognition: ·       Awareness of one’s thinking about learning. ·       Metacognition strategies include: 1.      Classification 2.      Checking 3.      Evaluation 4.      Prediction	2) Reading- I use graphic organizers such as Venn diagram, webs, and sequencing charts to better help students understand and interpret what they are reading.
Theorists involved: ·       Ulric Neisser	5) Implications for learning disabilities       and related mild disabilities: ·       Use teaching strategies that help students learn to remember, understand, think about, and enjoy learning.	3) S.S./ Science- I act as a support filtering around the classroom as students work on experiments and group projects. I use activities students find enjoyable and want to learn more about. For example, students create a dinosaur diorama.