This brings up an interesting idea.  Maybe what  should be addressed in 
addition to the actual methodology in viewing some of the videos that 
have been mentioned here, is actually having a discussion about what 
the practitioner/teacher is doing that engages the student personally.  
I have seen a video of Barbara Wilson instructing an adult in a 
tutorial setting using her methodology.  What is equally important is 
her "dialogue" with the student about why she is doing what she is 
doing.  After using an O_G methodology with adults, I have had the 
experience of many becoming angry that no-one in their entire school 
career ever told them how to decode words, spell words, use rules, etc! 
  They are thankful to be enlightened about how to learn for themselves! 
   I think the trust between the teacher and the student is a necessary 
element for engaging the student.  This "personal interaction" / 
"trust" element is a difficult thing to teach!  Just "going through the 
motions"  of implementing a methodology is not enough.  First of all, 
the teacher has to believe in it him/herself.  From the passion I 
detect in these postings, I think most of us do truly believe in the 
strategies we use.  Secondly, the teacher has to look for clues from 
the student to keep the student engaged.  Adults, more than children, I 
think, are interested in why you are asking them to learn this.  Mel 
Levine's "demystification"!

Perhaps viewing the videos with some discussion of the personal 
interaction between the student and teacher is what we are looking for 
here?  What is the teacher doing that is making it work?  How is the 
student reacting / engaging to make it work?


On Mar 8, 2007, at 7:39 AM, RKenyon721 at aol.com wrote:


>

> Hi Cheryl,

>  

> I am interested in those differences.  Those differences speak to the 

> difficulty I have encountered in finding a video that shows what 'good 

> teaching' of an adult that has learning disabilities might look like.  

> I know this is a simplistic idea - watching a video of research-based 

> strategies that could help others see how effective instructional 

> strategies can be --- and should be delivered.  I know also that no 

> two adults with LD learn in the same way or benefit from the same 

> approach.  However, I do think that the way we teach these learners 

> (the "how") is more important than what we use to teach them, such as 

> commercially produced programs.  With that said, I also know that 

> using such programs can be very successful for adults with LD who need 

> direct, explicit instruction, emphasis on phonemic awareness, and the 

> multisensory instruction.

>  

> I would love to see a research project address this need by producing 

> a set of videos that demonstrate different techniques and strategies 

> that have been proven to be effective - specifically for adults with 

> different types of learning disability.  In the training I deliver to 

> literacy practitioners, I find that although I can talk about 

> characteristics of effective instruction, attendees can't see what 

> that should actually look like.  I have made the suggestion to the 

> National Institute for Literacy that such a video series could be 

> useful to practitioners in the field.

>  

> I would welcome your comments.

>  

>  

>  

> Rochelle

>  

>  

>  

> I think that there are commonalities and differences.  I believe the 

> things Lucille identifies are some of the commonalities that 

> transcends all teaching situations, no matter the age.  However, I am 

> sure there is a list of differences which we could generate that would 

> support the statement Sally makes.

>  

> Cheryl Hagerty

>  

>  

>  

> Rochelle Kenyon

> Moderator, LINCS Learning Disabilities Discussion List

> Center for Literacy Studies at the University of Tennessee

> RKenyon721 at aol.com 

>  

> To post a message:

> Learningdisabilities at nifl.gov

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>

>

>

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