Teaching students who ARE challenging

1. Teaching students who ARE challenging Dr. Christine Helfrich Student Engagement

2. DescribeYour Student Populations Those who are CHALLENGING • Those who are easy to REACH and TEACH

3. EASY to REACH and TEACH ?

4. WORKSHOP OUTCOMES By the end of this session, the participants can: • Describe student behavioral and learning characteristics that challenge teaching . • Discuss, revise and select discipline-appropriate teaching strategies to enhance learning of students with challenges while maintaining high-quality instruction for all. • Identify the role of HCC’s Offices of Disability Support Services, and Teaching and Learning Services in supporting faculty and students. • Use IDEA feedback for solutions for teaching all HCC students.

5. DEFINING COLLEGE TEACHING • “The best educators thought of teaching as anything they might DO to help and encourage students to LEARN.” Ken Bain (2004, p.49)

6. Research Suggests • “Learning doesn’t happen in a vacuum but in a course and classroom context where intellectual pursuits interface with socioemotional issues…..classroom climate encourages student development.” (Ambrose, Bridges, Lovett, DiPietro & Norman, 2010, p. 180)

7. STRATEGIES THAT MAKE A DIFFERENCE Create Opportunities (early and often) for Students to Share Their Unique Learning-Related Story 1. First class collection: Create surveys, 3x5 card Q .. What should I know about you as a learner? Include syllabus statements on individual conferences and the philosophy that ALL students can succeed. 2. Test/Assessment student reflections: Include time for self-assessment of study behaviors, attitudes towards course methods and materials, and suggestions for improving. 3. Mid-semester feedback: Collect and share specific ideas for improvement. Team students strategically to promote success.

8. 7th Research-Based Principle for SMART TEACHING “To become self-directed learners, students must learn to monitor and adjust their approaches to learning.” (Ambrose, Bridges, Lovett, DiPietro & Norman, 2010, p. 6)

9. Promote a Positive and Productive CLASS CLIMATE • Approachable & Inclusive Efforts: Invite and vary ways for students to communicate with you and each other. Position yourself physically to teach and reach ALL. • Community of Learners: Describe the class population (the universe) to the class. Learn and use names. Provide opportunities for students to meet & collaborate. Strive to reduce anonymity. • Behavioral Class Contracts: Create a student-driven, class-composed document. Use it as a reference guide. Involve, integrate and share diverse perspectives. Establish ground rules for interactions. • Process and Product: Use class time to practice the discipline required learning process. Read, write, observe, revise, question and anticipate.

10. Use Multiple Delivery Methods and Student Learning Activities • Multiple Examples: Appeal to the diversity of the class population (age, gender, race, religion, language, interests, goals, culture etc.). Check prior knowledge. • Choices: Consider teacher & student-created choices in materials, methods and assessments. Link learning to student goals. Select a variety of reading levels and languages to enhance student success. • Variety in Experiences: Consider styles, modalities, classroom arrangements as opportunities to CHANGE to meet the needs of students and your discipline. Support oral presentation with printed and visual and accessible electronic representations.

11. Provide Effective and Strategic Feedback • Clear Expectations: Provide and reference lists of student behaviors, assignments, deadlines, time on task. “Measure in the same manner in which you teach.” (S. Burgstahler, 2016, p. 7 www.washington.edu/doit/equal-access-universal-design-instruction ) • Frequent Opportunities: Check understanding before, during and after class and assignments. Create more and shorter feedback. Provide sample test questions. Practice, monitor & adjust what both you and your student DO. • Variety of Formats: Use group work, presentations, tests, projects to demonstrate learning. When appropriate, provide choice. “Incorporate evidence into performance and grading criteria.” (Ambrose, Bridges, Lovett, DiPietro & Norman, 2010, p. 181)

12. Your Turn Given a type of CHALLENGING STUDENT. What could you do?

13. Manage Difficult Situations & Dialogue • Develop a “Pedagogical Parachute”(Ouellett) Say… Can you tell me more? How did you come to believe this? Are there other point of views that should be considered? BREAK and Write… or create small GROUPS… What do we need to do to continue? (M. Bart, 2012 http://www.facultyfocus.com/articles/teaching-and-learning-for-creating-a-more-inclusive-classroom)

14. Provide and Suggest Support • Promote Study Groups: Practice before, DURING and after class. • Use College Support Systems: Discuss, find and invite appropriate persons, places and eResources.

15. Find and Utilize Resources • Office of Disability Support Services http://www.howardcc.edu/services-support/academic-support/disability-support-services/ Kathy McSweeney, Director • Teaching and Learning Services Email IMFacultyLab@howardcc.edu chelfrich@howardcc.edu– Dr. Christine Helfrich Amy Chase Martin, Director

16. Group Activity • Using strategies and suggestions shared, select one or two priorities for motivating success of a given student who is a challenge. Tell WHAT, WHY, WHEN.

17. IDEA POTENTIAL FOR HCC TEACHING AND LEARNING

18. Your Turn IDEA data: What areas could be influenced by teaching students who are a challenge?

19. CAN YOU???? • Describe student behavioral and learning characteristics that challenge teaching . • Discuss, revise and select discipline-appropriate teaching strategies to enhance learning of students with challenges while maintaining high-quality instruction for all. • Identify the role of HCC’s Offices of Disabilities Services, and Teaching and Learning Services in supporting faculty and students. Use IDEA feedback to continuously improve teaching and learning.

20. Thank you! Next Steps… Future Workshop Offerings Email IMFacultyLab@howardcc.edu to collaborate on integrating instructional strategies or reference workshop resources and ideas.