2. Increase skills and abilities Adult Education: Critical role

3. The way you structure a lecture can have a positive or negative impact on people with learning difficulties.

4. This GIVE STUDENTS TEXT THAT THEYCAN EASILY READ. NFORMATION THAT IS BIG AND BOLD WITH LOTS OF PICTURES IS BETTER THAT JUST AN ACCUMULATION OF WORDS ON THE PAPER. BE SURE TO SPACE WORDS AND TO USE A LARGE FONT, AT LEAST 14. USE COMIC SANS, TAHOMA, OR ARIAL AS YOUR FONT. Or This  BIG AND BOLD  LOTS OF PICTURES  SPACE WORDS  LARGE FONT, AT LEAST 14  USE COMIC SANS, TAHOMA, OR ARIAL

5. Powerful teaching strategies combine verbal and visual. This improves how adults process information, enhances memory retrieval.

6. Red Cambodia Link words to images

8.  Orally and in printed form  Lectures and small group discussions  Collaborative and hands-on learning  Internet-based  Fieldwork

10. Adults have already developed neurological pathways for processing visual and auditory information. Some compensatory strategies are helpful, but others may need to be unlearned in order for adults to make progress.

11. In printed and in a text-based electronic format

12.  Ask questions  Ask students to repeat directions  Give feedback Many adults with LD don’t have an accurate picture of how they are performing

13. Put learning in context..

14.  Step by Step  Small bits of info  The whole before the part  Takes intuitive leaps  Can’t explain

15. I didn’t know this! I might keep from getting it, if I keep my weight down. “I t explained the difference between types of diabetes. Aunt Barb has Type I. “ Oh, this article is about diabetes! That’s what Aunt Barb has. It runs in our family, I’d better learn what I can.”

16. Mapping or Webbing Building on Prior Learning

17. Adults with LD have difficulty transferring what they learn to different settings or related tasks. Promote Generalization

19.  Write main idea of each paragraph on left side  List details on right side of page.

20.  U se to prepare for test  Do not write full sentence  Start with just main idea – ask others for details  Use abbreviations  Leave lots of space

21. Sometimes silly pictures or cartoon pictures stand out in your memory. Insert rough drawings/ sketches as visual reminders

23. Students talk instructor through the examples. Teacher does the work as a think aloud, students watch. Students work examples along with teacher. Students work examples on their own Lesson Closure

24. Pictorial Symbolic 60(3) + 50(3) = Abstract D = R * T Concrete

25.  Student Language  Instructor Language  Math Language

26. Using large print with a lot of white space around math problems Turn a legal pad when doing arithmetic processes that require figures in straight columns

27. Horizontal lines are a puzzle to some students. Vertical lines, like a thermometer, feel more naturally positive and negative.

29. Can the student decode words? An intensive decoding/ syllabication program may be needed Intensive work to improve fluency may be needed. Does the student decode words, but fail to read fluently enough to grasp the meaning?

30. The student may need: to visualize what she is reading to relate what she is reading to her prior knowledge to learn comprehension strategies to use a graphic organizer to see how pieces fit together into the whole Does the student decode well and read with some fluency, yet have poor memory or understanding of what he or she reads?

31. Check the index Look at the opening or closing pages Read the important passages out loud while highlighting them

33. The student may never get to the stage of analyzing. When a student’s basic skills are not automatic, energy is exhausted in the early stages of reading comprehension.

34. Teaching Main Idea and Details Teams sort a large number of words into categories and explain why they grouped them a certain way. They decide which item in the list names the “big picture” or the main theme of the group. They use a graphic organizer to place the main idea in the top box and the representatives of the categories in the lower boxes Process is repeated with sentence instead of words. Students color code the main idea and details and transfer the components to a graphic organizer.

35. Give students a completed Venn diagram and ask them to write a main idea sentence or draw a conclusion based on the facts in the Venn Diagram.

37. Concept imagery Created by Lindamood-Bell For those who understand the meaning of words, but do not comprehend sentences or paragraphs. Processing of parts to a whole, making meaning by creating a mental image of words. It keeps words from going in one ear and out the other. V/V directly teaches how to build pictures in a student’s head as he or she reads or listens to someone speak.

38. Movement Sound Where Number What Shape Color Size Mood Background Perspective When

39. Movement Sound Where Number What Shape Color Size Mood Background Perspective When Snow

41. It is believed that creating images resides in the brain's right hemisphere and that expressive language resides in the left. Both sides of the brain need to be actively engaged in order to make sense from reading.