Experimental Course for Students with LD/ADHD
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Transcript of Experimental Course for Students with LD/ADHD
Experimental Course for Experimental Course for Students with LD/ADHDStudents with LD/ADHD
Diana Cassie, Ph.D.Diana Cassie, Ph.D.
Dalhousie UniversityDalhousie University
Addressing the Learning Needs of Addressing the Learning Needs of Students Diagnosed with LD Students Diagnosed with LD
and/or ADHDand/or ADHD
2.5 to 4.5% of university students 2.5 to 4.5% of university students have LD and/or ADHDhave LD and/or ADHD
These students benefit from These students benefit from special educational resourcesspecial educational resources
An experimental course is An experimental course is underwayunderway
What challenges do those What challenges do those diagnosed with LD and/or ADHD diagnosed with LD and/or ADHD
face?face? Differences between high school and Differences between high school and
universityuniversity Pace of learningPace of learning IndependenceIndependence Nature of instructionNature of instruction Learning resourcesLearning resources Demand for self-advocacyDemand for self-advocacy Social challengesSocial challenges
Some of these differences can have Some of these differences can have a greater impact on students with LD a greater impact on students with LD and/or ADHDand/or ADHD
Research Support for a Research Support for a Course InterventionCourse Intervention
Existing university courses for Existing university courses for this student populationthis student population
Research on effectiveness of Research on effectiveness of learning serviceslearning services
Economic implications of not Economic implications of not respondingresponding
Key Elements of the Key Elements of the PresentationPresentation
Draft ArticleDraft Article
Curriculum Design Meta-Curriculum Design Meta-StrategyStrategy
Learning Outcome OrganizerLearning Outcome Organizer
Software Solution for Career-Software Solution for Career-Relevant Learning OutcomesRelevant Learning Outcomes
ICPOGMUERICPOGMUER
(Acronym)(Acronym)
Meta-strategyMeta-strategy
Program heuristicProgram heuristic
IImagemage (1/4)(1/4)
Involves focus on the learnerInvolves focus on the learner What do these students need to What do these students need to
know/need to know?know/need to know? What experiences do they require?What experiences do they require? Ideally, what should they be able to do?Ideally, what should they be able to do?
Culminates in a list of potential Culminates in a list of potential Learning OutcomesLearning Outcomes
IImage mage (2/4)(2/4)
Learning Outcomes:Learning Outcomes:
Students will learn and apply metacognitive Students will learn and apply metacognitive strategies to monitor and regulate their learning.strategies to monitor and regulate their learning.
Students will understand their learning strengths Students will understand their learning strengths and weaknesses.and weaknesses.
Students will explore their learning styles.Students will explore their learning styles. Students will complete an assessment of their Students will complete an assessment of their
multiple intelligences.multiple intelligences. Students will relate their multiple intelligences to Students will relate their multiple intelligences to
their educational and career plans.their educational and career plans. Students will explore and use assistive Students will explore and use assistive
technologies to address their learning needs.technologies to address their learning needs.
IImage mage (3/4)(3/4)
Learning Outcomes (cont.):Learning Outcomes (cont.):
Students will learn about, develop and apply self-Students will learn about, develop and apply self-advocacy skills.advocacy skills.
Students will monitor and document the Students will monitor and document the effectiveness of learning strategies explored and effectiveness of learning strategies explored and acquired in the course.acquired in the course.
Students will use valid and reliable measures to Students will use valid and reliable measures to explore and understand their career interests, explore and understand their career interests, aptitudes, and values.aptitudes, and values.
Students will incorporate knowledge of their Students will incorporate knowledge of their interests, values, aptitudes, and learning interests, values, aptitudes, and learning challenges, in their educational and career challenges, in their educational and career decision-making.decision-making.
IImage mage (4/4)(4/4)
Learning Outcomes (cont.):Learning Outcomes (cont.):
Students will identify accommodations and Students will identify accommodations and strategies that would be appropriate for use in the strategies that would be appropriate for use in the workplace to address their particularized learning workplace to address their particularized learning disabilities.disabilities.
Students will know the rights of individuals in the Students will know the rights of individuals in the workplace who have disabilities.workplace who have disabilities.
Students will identify considerations for disclosure Students will identify considerations for disclosure of a disability in the workplace.of a disability in the workplace.
Students will record and maintain their career-Students will record and maintain their career-relevant knowledge and attainments in an relevant knowledge and attainments in an electronic career portfolio.electronic career portfolio.
CCategory System ategory System (1/2)(1/2)
Involves analysis of extensive Involves analysis of extensive list of possible Learning list of possible Learning OutcomesOutcomes
Classification via Category Classification via Category SystemSystem
CCategory System ategory System (2/2)(2/2)
Knowledge Knowledge
SystemsSystems
TheoriesTheories
Propositions/generalizations/postulatesPropositions/generalizations/postulates
ConceptsConcepts
Factual informationFactual information
Skills Skills
BeliefsBeliefs
AttitudesAttitudes
ValuesValues
InterestsInterests
AwarenessAwareness
Affect Affect
Cognitive skills (simple/complex) Cognitive skills (simple/complex)
Psychomotor skillsPsychomotor skills
PPrioritiesriorities
Involves selection of Learning Involves selection of Learning Outcome Priorities for the Outcome Priorities for the course to be designedcourse to be designed
Consider limitations of contextConsider limitations of context
OOrganizers rganizers (1/2)(1/2)
““Content Organizers” link Content Organizers” link Learning Outcomes to enhance Learning Outcomes to enhance conceptual clarity and facilitate conceptual clarity and facilitate instructional methodologyinstructional methodology
Example: S-O-SExample: S-O-S
OOrganizers rganizers (2/2)(2/2)
Know Know AboutAbout
Know How Know How ToTo
Be Able Be Able
ToTo
SelfSelf
OthersOthers
SituationSituation
The S-O-S OrganizerC
on
text
s
Levels of Knowledge
GGrowthrowth
Identify lowest and highest Identify lowest and highest levels of learning associated levels of learning associated with each of the Learning with each of the Learning OutcomesOutcomes
Lowest Level Highest Level
MMethodologies ethodologies (1/2)(1/2)
Selection of creative and Selection of creative and motivational instructional motivational instructional methods to facilitate learner methods to facilitate learner movementmovement
Lowest Level Highest Level
MMethodologies ethodologies (2/2)(2/2)
Variety of instructional methodologiesVariety of instructional methodologies
Incorporation of supportive interactions in Incorporation of supportive interactions in the learning process (learning tutors, the learning process (learning tutors, coaches, mentors, etc.)coaches, mentors, etc.)
UUnits nits (1/2)(1/2)
The basic unit of instruction at The basic unit of instruction at university tends to be a “lecture” university tends to be a “lecture”
Lectures can be clustered to Lectures can be clustered to comprise units of instructioncomprise units of instruction
Apply a Generic Lesson Plan Apply a Generic Lesson Plan formatformat
UUnits nits (2/2)(2/2)
Format should encompass the following:Format should encompass the following: Title of LessonTitle of Lesson Learning OutcomeLearning Outcome TimeframeTimeframe Learning Resources RequiredLearning Resources Required Initial Instructional ActivityInitial Instructional Activity Instructional SequenceInstructional Sequence Alternative Instructional StrategiesAlternative Instructional Strategies Evaluation: Diagnostic/Formative/SummativeEvaluation: Diagnostic/Formative/Summative
EEvaluationvaluation
Focus on evaluation tools that Focus on evaluation tools that can facilitate learners’ can facilitate learners’ performance, educator’s performance, educator’s instruction and management of instruction and management of coursecourse
RResourcesesources
Identify, describe, and “locate” Identify, describe, and “locate” relevant instructional resourcesrelevant instructional resources
A Helpful ResourceA Helpful Resource
Personal History Documentation Personal History Documentation (PHD)(PHD) Software solution to identify, Software solution to identify,
explore, analyse, organize, manage, explore, analyse, organize, manage, and record career-relevant attributesand record career-relevant attributes