Teaching deaf students

Teaching deaf students
August 20, 2014

I teach students who are Deaf and hard of hearing employing American Sign Language. Throughout my undergraduate work, I not only made my own study guides, wrote my exam answers out before the test, and had to have an understanding of the “big picture” before I could digest the details, I also quite successfully used American Sign Language as a tool in my studying. When I was doing straight memorization, I would sign what I was trying to remember. Then, during the test, all I had to do was close my eyes and “see” myself signing and I would remember the answer. In my masters degree work, I had several classes with another teacher who taught deaf students. We did the same things in studying together. I try to teach my deaf students this same technique. It works amazingly well. I am currently working on a project in tutoring deaf and hard of hearing secondary and post secondary students for Tulsa Community College.

Frustrated Learning

Frustrated Learning
August 20, 2014

I wish somebody had introduced this to me before I had gone through fourteen years of frustrated learning. (I figured out how to learn my Junior Year of College) Thanks for this wonderful site and its wonderful tools!

A Kinesthetic Preference

A Kinesthetic Preference
August 19, 2014

I have just completed the questionnaire… with the result of a Mild Kinesthetic learning style. I responded that I was not sure that this is me. But I have suddenly realised that it is. I have previously explored this site and identified having almost equal VISUAL, KINESTHETIC & AURAL with a low read/write. This time KINESTHETIC was significantly higher (9), with Visual (6), Aural (5) & Read/Write (4). This is surprising as my Masters is in Professional Writing. I have always had an aptitude or personal strength in written and oral communication. Naturally I would have assumed that read/write is my learning style. However, on reflection I realise I have had a life history of ‘trying new things’ and having ‘experiences’. This has been with employment, as well as in life. I have skied, rowed, played hockey, tried playing guitar, painted, drew, roller bladed, learning to sing – I have worked in business, been involved in film-making, retail, hospitality, worked in offices and engaged in physical labour. I only realise now that it is because I need to experience or ‘do’ in order to learn. And I take what I have learnt from each experience and apply it to other scenarios, whether this is in the workplace or in my leisure and social life. This is quite a revelation for me. Thanks for exploring this interesting aspect of human behavior and development. Additionally, I suspect the difference in the result is that I am no longer in a tertiary learning environment, which resources students through the Read/write, Visual and Aural to a greater degree than Kinesthetic methods. Evidence of the learning method I am most comfortable with is perhaps more apparent. (Although it was still strongly represented the first time I took the test.)

A Multimodal Learner

A Multimodal Learner
August 19, 2014

Yes. My score does place me in Multimodal, Group One, and I can recognise in myself those attributes you describe. For different activities I switch modes. Although Multimodal Group Two is very me as well. I am keen to learn with several modes switched on to assist my learning, and I do require a long time to collect all of the information that I require to learn a new task or take on new skills. My mother would tell you of her frustration at my slow and yet encompassing learning approach as a child. As you say the profile is not set in concrete, for which I am grateful, as I feel I can now look back and recognise different learning styles at different times in my life.

R and K learner

R and K learner
August 19, 2014

I have wondered why I learn slowly and seem to demand reassurances more than others. I am almost equally R and K. Unfortunately, it was after I got out of college, I discovered the way for me to remember EVERYTHING in a lecture. It required a lot of effort.

 

  • I write down EVERYTHING the lecturer says, including illustrative anecdotes (excluding procedural comments).
  • I type up my notes, including in brackets my comments and thoughts on the material.
  • I re-read the typed lecture with my comments.
  • The anecdotes provide the Kinesthetic, real-life application or derivation of the point the lecturer is making.

 

My interests are split evenly between Kinesthetic activities (cooking, gardening, fitness) and intellectual activities (reading, writing, thinking). I need both of them in my life, and if I don’t get one at work I get the other in my spare time. The multimodal learning model explained why both are so important to me.

A learner with a low Read/Write score

A learner with a low Read/Write score
August 19, 2014

During my undergraduate work I was able to just sit in a class and listen to the lecture and do pretty well. I was a terrible note taker and even when I did take notes I rarely went back over them. I did enjoy using highlighting if the lecturer was using material directly from a text. That was very helpful. But discussion was the best! I have typically had pretty good writing skills, but sitting down and reading has not been easy.