#ELTchat

How to help ‘slow learners’ inside and outside classroom?

Summary of Jan 11th #ELTchat by Vicky Saumell @vickysaumell

How do we define ‘slow learners’? Are they really slow or just slower to what we are used to? Does nationality matter? /@ELTExperiences

• I think labelling sb ‘slow’ is not good /@Shaunwilden
• “slow” – inefficient? Ineffective? /@teflgeek
• “slow” learning suggests an issue relating to learner styles or learning beliefs /@teflgeek
• I’m sure the reasons are diverse and so do we need diverse method of help? /@rliberni
• Learners who struggle to keep pace with a course, for whatever reason? /@esolcourses
• But would the student be in the wrong class if they are learning more slowly or not comprehending everything? /@ELTExperiences
• Yes – assumes a learning pace which must be followed by ALL students /@Marisa_C
• Yes but learn what we have four skills and 4 system areas is the implication that they are ‘slow’ in them all? /@Shaunwilden
• Yes, right level, but conditions changed – maybe at work, personal, the language, motivation /@ OUPELTGlobal
• So, it looks like if reasons diverse we need ways of finding out what it is exactly that slows different individuals down /@Marisa_C
• I think nationality is important: I remember Korean learners don’t want to lose face when speaking so stay quiet. /@ELTExperiences
• In my experience, learners can end up in a class that doesn’t fit their needs because it’s all that is available /@esolcourses
• “slow” learning suggests issue re learning styles or learning beliefs /@teflgeek
• Yes, ‘slow’ = teacher hasn’t found what they’re quick at? /@BobK99
• Or that the learners have an inefficient model of learning (and the teacher too maybe?) /@teflgeek
• I get the impression that “slow” has more to do with the “how” we learn rather than “what”. Agree? /@ OUPELTGlobal

We need to find out what the reasons are and then we can help /@rliberni

• So one reason put forward is nationality, I’ll add precious learning experiences, what else? /@Shaunwilden
• And being quiet does not mean Ss are slow /@motherchina
• I agree but for the purposes of this chat I think we are throwing out suggestions that might fit a variety of stds /@rliberni
• Beliefs about learning /@teflgeek
• I would say ‘affect’ plays a large role in the (speed of the) learning process /@louisealix68
• Agreed. The inner eye/voice, if st visualises self as successful or not /@fionamau
• Learning style mismatches can cause problems /@teflgeek
• Sometimes the best fit available isn’t a very good fit at all & it can lead to learners struggling /@esolcourses
• One size fits all? /@teflgeek
• No, that’s not what I mean at all – but we can’t analyse every possible reason in the time we have here /@rliberni
• But Ss can easily adapt if activities are fun /@motherchina
• It depends, if they are shy, not so easily /@SophiaCon1
• For me finding out why the student is “slow” is key and then I can work to provide what that student may need. /@ OUPELTGlobal
• In my context it is usually tied to motivation /@vickysaumell
• For me it is usually tied to learning styles and unrealistic expectations /@ OUPELTGlobal

Perhaps we might discuss RTI for those who need it, instead of labeling Ss “slow” /@bnleez

• RTI = Response To Intervention I think /@rliberni
• http://t.co/abxnwkyR /@Shaunwilden
• No it’s a good addition, would be on my list /@Shaunwilden
• I agree with your point but I fail to see how ‘slow’ learners have a disability /@ELTExperiences
• Didn’t say that slow learners have a disability. But it may be a contributing factor for
• some /@harrisonmike
• My short answer: RTI, personal learning plans, and an in-house school committee that oversees RTI, personal learning plans /@bnleez
• I’m not saying the “slow” learners have disabilities. Just trying to narrow down the types of Ss we are talking about /@bnleez
• I think many teachers randomly and unfairly label sts slow because they can’t keep up /@Shaunwilden
• Labeling any student “slow” is horrible /@bnleez
• That is why I like to label them as ‘methodical’ as they take their time and are probably quite accurate but usually quiet /@ELTExperiences
• And this is sometimes caused by faulty student placement practices  /@motherchina
• But again – that reflects learning beliefs – if you challenge the beliefs, you could change the learners /@teflgeek
• agree, & dislike labelling. Need to find some phrase to discuss the issue tho /@ELTExperiences
• How about ‘challenging’? Cause they do inspire us to be creative in handling them

Anyhow, how can we include ‘slow’ or ‘independent’ learners inside the classroom? /@ELTExperiences

Differentiated tasks

• Isn’t that easier than in the classroom, as easier to set differentiated tasks? /@Shaunwilden
• A committee set up to manage PLPs (personalized learning plans) helps link students, teachers, and parents. /@bnleez
• I see the benefits of PLP but does the average teacher esp in private LS have the time? /@Shaunwilden
• If some students are having trouble dealing w/ long bits of input, keep it bite size – reading texts of a paragraph,1-2 mins audio /@harrisonmike
• Isn’t there too much dependence on ‘reactive’ lesson planning for ‘slow learners’ and there is little on proactive lesson planning? /@ELTExperiences
• Differentiated tasks are important, but if we are dealing with Ss with disabilities, deeper intervention is necessary. /@bnleez
• Processing time and rates of acquisition are not the same for everyone – a given #ELTchat – hence mixed ability skills in Ts essential /@vickyloras
• Stations are an excellent idea /@Shaunwilden
• What about open-ended activities, allowing each student to contribute at his level? /@ OUPELTGlobal
• Did anyone else see that report on the flipped classroom? That must work well with slower sts/varying aptitudes /@fionamau

Confidence boosting and feedback

• So confidence building/boosting necessary for some learners with low esteem /@Marisa_C
• At initial assessment we must try to connect with our students. Little dialogues outside classroom increase confidence /@ELTExperiences
• Yes, allowing different Ss to ‘shine’ at different pts in lesson /@Marisa_C
• Feedback and correction which is not done in a sympathetic non-judgemental way may also threaten the slower acquirer /@Marisa_C
• I agree with this point. Empathy goes a long way in the classroom /@ELTExperiences
• Yes, feedback without grades is more effective /@motherchina
• I think that inexperienced teachers can be judgmental but in fact it can be a whole host of reasons /@Shaunwilden
• I think ‘slow learners’ could be distracted within the classroom, but I suppose this is related to student interest in classroom /@ELTExperiences
• I think giving learners space to increase their confidence is key for improving classroom interaction & understanding /@ELTExperiences
• I think motivation, interest and confidence is key to get ‘slow learners’ involved inside & outside class /@ELTExperiences
• Agreed, but part of this is learner training /@teflgeek
• And marking – if done – should be based on criteria which are public not just known to the teacher /@Marisa_C
• Rubrics that students know from the very beginning /@vickysaumell

Projects and collaboration

• Small group activities with opportunities for class sharing /@motherchina
• Personally, getting sts to work on projects (inside or outside classroom) helps immensely = Learner based projects /@ELTExperiences
• Well planned project work allows sts to perform at their level /@vickysaumell
• I agree, great point- collaboration and peer sharing are key factors. And we must think in layers-multiple intelligence /@MariaB074
• I’ve seen collaborative task based projects work for ‘slow’ learners /@ OUPELTGlobal
• Team work can make life easier for slow learners if the group is small /@domi75P
• Providing task guidelines helps too /@motherchina
• Drama and project work of various types always a great motivator, hence booster > drama ALWAYS helps accelerate /@yitzha_sarwono
• Sometimes getting students together so they can help each other works. The classroom is a social context and a lonely st may not learn well /@ OUPELTGlobal
• Not all learners see collaboration as learning /@teflgeek
• Very true, many feel it is not /@Shaunwilden
• This is why I require students to give me a job list showing who did what /@motherchina
• Collaborative tasks work if teachers guide Ss throughout the process /@motherchina
• My Cooperative/Collaborative Learning page http://t.co/ct0TZcFN /@cybraryman1

Can we back up our classroom work with some extra stuff online for certain students maybe /@rliberni

• In my experience, often helps a lot /@esolcourses
• Originally set up my website to help slow learners in my classes. Now has 1000+ free online activities http://t.co/5XXbOQbZ /@esolcourses
• Exactly! /@vickysaumell
• Extra online practice is fun and not self threatening > the web or PC is not judgemental! /@SophiaCon1
• These days publishers seem to be realizing this with their online workbooks and ability 4 teachers to set individual bits /@Shaunwilden
• There is a self assessment tool for the CEFR which can help indicate any gaps in knowledge, e.g. dialang /@louisealix68
• The notion of the Language Portfolio model of assessment is very much in line with self appraisal etc /@Marisa_C
• There is some information about Language Portfolio for language learners here – http://t.co/ymoClrdY /@ELTExperiences
• Finally a wonderful article about ‘student reflection’ in Language Portfolios here -http://t.co/XDisft9k /@ELTExperiences
• I think publishers should start to include Portfolio Templates on CD with coursebooks so that sts can customize their learning /@ELTExperiences
• A wiki with revision and extension work is always a good idea. I recently made one for our intermediate Ss /@Marisa_C

What practical things can we suggest for extension work for learners who may be having problems keeping up? /@rliberni

• Tech is key I think /@rliberni
• Pre-warning: tell learners what will be covered in the next lesson so they can pre-prepare /@teflgeek
• Gives them more confidence and more ability to contribute /@teflgeek
• Perhaps also advisable to spend time on learning strategies. Are they slow learners? Perhaps inefficient learners? (cf R. Oxford) /@louisealix68
• Surely this depends if students have the self-motivation to work on their skills outside the classroom /@harrisonmike
• I saw a great comic creation website which ‘slow’ learners could use outside of class – http://t.co/yUR3cctW /@ELTExperiences
• Yes, any type of outside the classroom support is helpful- downside: extra teacher load /@motherchina
• Doesn’t have to be if stds find their own extension stuff /@rliberni
• If they prepare! /@motherchina
• If they don’t then “slowness” is just “laziness”!!! /@teflgeek
• A lot does depend on motivation I agree but if they aren’t therein lies part of the problem I feel /@rliberni
• The teacher-learner-task dynamic is wrapped in context. I refuse to learn in a room without a window
• Telling Ss that making mistakes is part of learning works for me all the time. No one is perfect /@motherchina
• This is sth to be taught /@SophiaCon1
• My Learning from Mistakes page http://t.co/JJxPjJbH /@cybraryman1
• A wiki with revision and extension work is always a good idea. I recently made one for our intermediate Ss /@Marisa_C

Can anyone share success stories around this topic? /@rliberni

• Does anyone have individual progress tutorials? I recently started those inspired by the CELTA, and found that
• Ss REALLY respond /@Marisa_C
• I’ve had good success by simply talking to a “slow” student and offering to help. I think just the attention is helpful. /@ OUPELTGlobal
• Agree – was just talking about individual tuts – the attention is a mega factor – and T showing interest in st /@Marisa_C
• Sometimes simply asking the student how you can help them is good. Then providing that help /@OUPELTGlobal

How about Ts who do have to follow a coursebook syllabus and can’t ‘let it all hang out’ so to speak? How can they balance? /@Marisa_C

• What about assigning student mentors to other Ss who need help? /@motherchina
• That’s a good idea but does it work in practice? /@Shaunwilden
• That can work well /@vickysaumell
• Student mentoring is a great booster – I would suggest ‘slower learners’ mentor Ss of lower levels – works v well /@Marisa_C
• Ok thats was I thought – I wonder if by mentor is meant sth else as well /@Shaunwilden
• It has worked for me /@OUPELTGlobal
• I think balancing both coursebook & portfolio would be ‘best practice’. Teachers shouldn’t be 2 constrained by coursebooks /@ELTExperiences
• True – fully agree /@Marisa_C
• Time constraints & economic reasons (having 2 finish coursebook) can make it hard /@vickysaumell
• But many Ts lack the confidence to speak up to school leaders DOSes etc about this /@Marisa_C
• I agree- teachers should be flexible rather than being too glued on using their textbook /@motherchina
• I know! I tell my teachers to skip parts if they can provide something better they have found or designed /@vickysaumell
• These days publishers seem to realizing this with their online workbooks and ability 4 teachers to set individual bits /@Shaunwilden
• I think publishers should start to include Portfolio Templates on CD with coursebooks so that sts can customize their learning /@ELTExperience
• 
  

What can teachers do to get sts to reflect on their learning in the hope that they become less-slow /@ELTExperiences

• I think it’s important they set own (reasonable/attainable) goals = each completed gives ss satisfaction  /@louisealix68
• I agree but what if they have external pressure on them to reach another goal? /@Shaunwilden
• Then divide into smaller sub-goals /@louisealix68
• Or parents, or human resources manager, company setting targets etc etc /@Shaunwilden
• Not nec. goals such as ‘able to apply pres. perf appropriately within ‘x’ weeks’ /@louisealix68
• I find IELTS stds can have unrealistic expectations but the goal is set 4 them /@rliberni
• I agree- word slow tends 2 imply ‘compared 2 others’ whereas sts should progress at own speed tho helped 2 maximise it /@ fionamau
• Attempting to implement other ways to practise taught material /@SophiaCon1
• Discussing learning strategies and giving tips individually /@vickysaumell
• I think learning to learn skills are important, especially for older students /@OUPELTGlobal
• Include learning to learn with the activities themselves, rather than a separate activity /@OUPELTGlobal
• But individual learning tips also work at a motivational level, sts see you care about their particular situation /@vickysaumell
• Increasing motivation, personalising, learner strategies, increased self-esteem, personal objectives /aims etc all help… /@ fionamau
• Very important point about consistent/systematic learning training slots in every lesson /@Marisa_C

Can anyone suggest links for different ways of profiling students and identidying needs/traits etc? /@Marisa_C

• There are some templates from COE for Portfolio Assessment – http://t.co/Cldajpi7 & http://t.co/TGQwNSq6
• Agile Skills Project Wiki http://t.co/4XOQMDYu

Conclusions
 

• This is in the heart of the process oriented approach to teaching #ELtchat analysing the how to do not just the what to do /@Marisa_C
• My FLWs: Too little time is spent on slow Ss – mostly Ts analyse success not what caused failure to learn /@Marisa_C
• Don’t forget the power of tech in helping stds who need extra helps and work /@rliberni
• Summary’ish ‘slow’ learners perhaps incorrect input, consider MI, outside lessons use ICT, collaborative learning works./@ louisealix68