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Challenges and Strategies for Teaching Subpopulations

Neurodiverse Learners Minorities and Women First Generation English Language Learners Veterans and Military. Challenges and Strategies for Teaching Subpopulations. Neurodiverse Learners.

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Challenges and Strategies for Teaching Subpopulations

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  1. Neurodiverse Learners Minorities and Women First Generation English Language Learners Veterans and Military Challenges and Strategies for Teaching Subpopulations

  2. Neurodiverse Learners • More students have learning differences, including ADHD and Autism Spectrum Disorders (ASD) – often combined Burk et.al. – SAGE 2YC workshop (2013)

  3. Neurodiverse Learners • More students have learning differences, including ADHD and Autism Spectrum Disorders (ASD) – often combined • ASD marked by social/communication difficulties Burk et.al. – SAGE 2YC workshop (2013)

  4. Neurodiverse Learners • More students have learning differences, including ADHD and Autism Spectrum Disorders (ASD) – often combined • ASD marked by social/communication difficulties • Autism, autistic behaviors and autistic people – profoundly misunderstood Burk et.al. – SAGE 2YC workshop (2013)

  5. Neurodiverse Learners • More students have learning differences, including ADHD and Autism Spectrum Disorders (ASD) – often combined • ASD marked by social/communication difficulties • Autism, autistic behaviors and autistic people profoundly misunderstood • ASD students often “out-of-the-box” thinkers, intelligent, reliable, focused, with strong attention to detail and excellent long-term memory Burk et.al. – SAGE 2YC workshop (2013)

  6. Challenges for ASD Students Burk et.al. – SAGE 2YC workshop (2013) Misread social cues or facial expressions

  7. Challenges for ASD Students • Misread social cues or facial expressions • Social interactions/group work stressful Burk et.al. – SAGE 2YC workshop (2013)

  8. Challenges for ASD Students • Misread social cues or facial expressions • Social interactions/group work stressful • Stress-relieving activities may make others uncomfortable Burk et.al. – SAGE 2YC workshop (2013)

  9. Challenges for ASD Students • Misread social cues or facial expressions • Social interactions/group work stressful • Stress-relieving activities may make others uncomfortable • Sensory perceptions can interfere with learning Burk et.al. – SAGE 2YC workshop (2013)

  10. Challenges for ASD Students • Misread social cues or facial expressions • Social interactions/group work stressful • Stress-relieving activities may make others uncomfortable • Sensory perceptions can interfere with learning • Nebulous sense of time (impacts multi-tasking) Burk et.al. – SAGE 2YC workshop (2013)

  11. Challenges for ASD Students • Misread social cues or facial expressions • Social interactions/group work stressful • Stress-relieving activities may make others uncomfortable • Sensory perceptions can interfere with learning • Nebulous sense of time (impacts multi-tasking) • Difficulty with changes and transitions Burk et.al. – SAGE 2YC workshop (2013)

  12. Minorities and Women - Stereotype Threat • Threat of being viewed through lens of a negative stereotype or fear of confirming that stereotype (Steele, 1999)

  13. Threat of being viewed through lens of a negative stereotype or fear of confirming that stereotype (Steele, 1999) Video on stereotype threat Minorities and Women - Stereotype Threat

  14. Threat of being viewed through lens of a negative stereotype or fear of confirming that stereotype (Steele, 1999) Video on stereotype threat Negative effects on performance of minorities, socio-economic groups, ELLs, veterans/military, and others Minorities and Women - Stereotype Threat

  15. Threat of being viewed through lens of a negative stereotype or fear of confirming that stereotype (Steele, 1999) Video on stereotype threat Negative effects on performance of minorities, socio-economic groups, ELLs, veterans/military, and others Related stress-inducing situation is Solo Status – being only member of one’s group in larger group Minorities and Women - Stereotype Threat

  16. Threat of being viewed through lens of a negative stereotype or fear of confirming that stereotype (Steele, 1999) Video on stereotype threat Negative effects on performance of minorities, socio-economic groups, ELLs, veterans/military, and others Related stress-inducing situation is Solo Status – being only member of one’s group in larger group Words and situations can trigger an involuntary response Minorities and Women - Stereotype Threat

  17. Stereotype Threat – Effects Beilock (2010) Increased stress – physiological responses (e.g. sweating, pounding heart, trembling hands)

  18. Stereotype Threat – Effects Beilock (2010) Increased stress – physiological responses (e.g. sweating, pounding heart, trembling hands) Reduced working memory

  19. Stereotype Threat – Effects Beilock (2010) Increased stress – physiological responses (e.g. sweating, pounding heart, trembling hands) Reduced working memory Poorer performance in high-stakes situations

  20. Stereotype Threat – Effects Beilock (2010) Increased stress – physiological responses (e.g. sweating, pounding heart, trembling hands) Reduced working memory Poorer performance in high-stakes situations Cortisol increases - may take hours to return to normal

  21. Stereotype Threat – Effects • Increased stress – physiological responses (e.g. sweating, pounding heart, trembling hands) • Reduced working memory • Poorer performance in high-stakes situations • Cortisol increases - may take hours to return to normal • Effects greatest for most skilled students who would like to excel Beilock (2010)

  22. First Generation • More likely to be minority students (Ward and others, 2012)

  23. More likely to be minority students Feel (and often are) less prepared, especially in science & math First Generation (Ward and others, 2012)

  24. More likely to be minority students Feel (and often are) less prepared, especially in science & math Worry about financial aid – many from economically disadvantaged families First Generation (Ward and others, 2012)

  25. More likely to be minority students Feel (and often are) less prepared, especially in science & math Worry about financial aid – many from economically disadvantaged families Less familiar with professional expectations First Generation (Ward and others, 2012)

  26. More likely to be minority students Feel (and often are) less prepared, especially in science & math Worry about financial aid – many from economically disadvantaged families Less familiar with professional expectations Fear of failing First Generation (Ward and others, 2012)

  27. More likely to be minority students Feel (and often are) less prepared, especially in science & math Worry about financial aid – many from economically disadvantaged families Less familiar with professional expectations Fear of failing Lower educational aspirations First Generation (Ward and others, 2012)

  28. Broader category than you might think… Immigrant - voluntary and involuntary (refugees); a highly variable group English Language Learners

  29. Broader category than you might think… Immigrant - voluntary and involuntary (refugees); a highly variable group International - educated and literate, but often weak in oral and auditory skills English Language Learners

  30. Broader category than you might think… Immigrant - voluntary and involuntary (refugees); a highly variable group International - educated and literate, but often weak in oral and auditory skills Migrants – may not be literate in any language; often very irregular K-12 schooling English Language Learners

  31. Broader category than you might think… Immigrant - voluntary and involuntary (refugees); a highly variable group International - educated and literate, but often weak in oral and auditory skills Migrants – may not be literate in any language; often very irregular K-12 schooling U.S. born – not English speaking at home (Gen 1.5); very familiar with U.S. educational system; often have strong verbal and weak reading/writing skills; may be “hidden” English Language Learners

  32. Veterans and Military • 23 million living vets; ~4 million receiving VA benefits including education

  33. Veterans and Military 23 million living vets; ~4 million receiving VA benefits including education Many National Guard/Reserves and active duty military use benefits to take courses

  34. Veterans and Military 23 million living vets; ~4 million receiving VA benefits including education Many National Guard/Reserves and active duty military use benefits to take courses Funding through GI Bill, but with many strings

  35. Veterans and Military 23 million living vets; ~4 million receiving VA benefits including education Many National Guard/Reserves and active duty military use benefits to take courses Funding through GI Bill, but with many strings Have many geoscience-related skills and experiences

  36. Veterans and Military 23 million living vets; ~4 million receiving VA benefits including education Many National Guard/Reserves and active duty military use benefits to take courses Funding through GI Bill, but with many strings Have many geoscience-related skills and experiences Both field and world experience

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