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Learning Breakdowns

Authors:

Jill Vega,
Dessa

Kenney,

Diana Haslick, Kristen Hansen,

and Cindy Burget


Master of Deaf Education Capstone Project for Michigan State
University.

Under the Direction of Dr. Harold Johnson
-

November 2007

What are Learning
Breakdowns?


Learning Breakdowns are
NORMAL

and
NECESSARY

to the learning process.
IT
SHOULD NOT STOP THE FLOW OF
LEARNING.




Learning breakdowns are anything that
interrupts the learning process.



In order to learn, an individual must have
certain cognitive skills and must have a
structure inside his/her head to accept
the learning.” (Payne, Ruby, pp 88
-
89).

What are Learning Breakdowns?


Learning Breakdowns can be short or long in
duration of time manifesting itself in many

different ways:


Frustration


~ fighting


~ kicking, hitting


~ wadding up their


work



Asking for help…


CONSTANTLY!


“Teacher! Teacher!”






What are Learning Breakdowns?


The Quiet but Irritating


Playing with a pencil


Erasing too much


Asking to use the
bathroom


Pacing the room



Out right
CONFUSION!!!



~ scrunched up face


~ puzzled look


~ looking “lost” or “frozen”


What are Learning Breakdowns?


It’s like they

are not even here!


Laziness




Lack of


Motivation



Lack of Interest



Lack of Effort


Daydreaming





Sleeping


What are Learning Breakdowns?


“Such behaviors may or may not show up in


a formula or in a series of test scores,


but observable evidence proves they


exist…educators will be better able to


recognize and attend to learning


breakdowns.”





~ Dr. Melvin Levine


The acquiring of further knowledge is


at a standstill until a
repair

is applied.

Why do Learning
Breakdowns Occur?



Brainstorm with a small group about
your personal learning breakdowns
that you have had today. Then try to
apply this knowledge of your learning
breakdown to your students.




Report out.





Why do Learning Breakdowns Occur?


You are Right!



Students can’t connect
new learning to past
knowledge.



Students want your
attention and they will
get it any way they can.


Lack of experience
regarding a particular
lesson/concept.


Second language issue



“Oh this is what you call that thing” or
they finally connect a word to an
experience .



Neurological/cognitive
problems


Transfer problems
from short
-
term to
long
-
term memory.


Environmental effects
(lack of sleep, hunger, little or no
parental supervision/support,
classroom distractions)


Low self
-
esteem/


self
-
worth

Why should you care
about LBs?

"If you give a man a fish, you feed him for a day. If you
teach him how to fish, you feed him for a lifetime“

unknown










WELL…



If you teach a student knowledge,
he learns for a day. If you teach
him how to learn, he learns for a
lifetime.

Why should you care
about LBs?

Think About It:


When a student exits your classroom, what additional,
necessary tools will they have in their toolbox to face
the real world??











Intervening by providing students with alternative repair
strategies enables students to become lifelong learners
and puts them in the driver seat of their own learning.


Why should you care
about LBs?

LB's can be
misunderstood

as

misbehavior

when actually

the
misbehavior

is an

ineffective repair strategy
.


Teaching a student various effective

repair strategies leads to a change in student’s

behavior.





Resulting in less time spent in breakdown







And more time in active learning
.







More time in active learning leads to





improvement in academic







performance.


Why should you care
about LBs?

You cannot teach a student everything
they need to know, you CAN teach them to
become better learners.



Take more responsibility for their learning.


Monitoring their own personal learning breakdown.


If the student is taught


self
-
assessment, the academic


performance will improve.




Observe….document….track….
...understand students.…..


Does it sound like TOO much?

It begins with
ONE

student!

How can you effectively & efficiently track the occurrence of LBs?

How can you effectively & efficiently
track the occurrence of LBs?



Observe what you see.


Choose a pattern in the learning
breakdown.


Apply a teacher learning strategy.



Keep track of all methods of
intervention and their effectiveness.



Make modifications as necessary.

How can you address
your students’ LB?

Choose

a breakdown and context to
intervene.


*** When and where is the breakdown
occurring?
(i.e. before lunch, after lunch, during
math class, during science...)

How can you address
your students’ LB?

Determine

what alternative repair
strategy would benefit your student.



The strategy should be what other student’s are using instead
of only creating it.

***
Evaluate current repair strategies,
whether or not they are working, and
decide what additional strategies the
student needs in order to be successful.
s

How can you address
your students’ LB?

Teach

the student the alternative repair strategy.


Students themselves will become more aware


of their learning breakdowns
.


*** How?


Teacher model


Observe a peer who uses this strategy


1:1 dialogue with your student discussing their LB/LBR


Role play with student


Create a list of repair strategies


Use a graphic organizer (i.e. A student can list all of


their repair strategies on a graphic organizer,


and add to it as they learn new strategies.)

How can you address
your students’ LB?

Direct

the

student to use
the new repair strategy


*** When the student
enters a breakdown they
may revert to engrained
strategies. It is vital that
the student is directed to

use the new strategy.

How can you address your
students’ LBs?

Quick and Easy


Organization, help them use a planner, every week use 5 minutes to organize
folders


In math, give the answers, grade on steps taken to get the correct answer.


Give them sticky notes to write down questions that they can ask later.


Help them to learn how to use context clues, read around the word to find
the meaning


Put dictionaries in central location, and LABEL the area, so they know where
to look


Model the repair strategy that you want them to use.


Think aloud when you are using the repair strategy.


Make a ‘word wall’, When I don’t understand, I CAN: and add each new
strategy to the wall after teaching.


For older students, discuss what they think is their breakdown, and ways to
solve. What can they do 1
st
, 2
nd
, then 3
rd

before coming to the teacher.




Can you think of more, that would work for
your situation/classroom???

How can you address your
students’ LB?

Quick and Easy

Involve Students in the Process:



Focus on a student's strengths
-

Ask them what they are good at, or what is easy


for them



Inquire about their weaknesses
-

what's difficult or hard for them,

Dialogue with them about their current repair strategies


(i.e. When I don't understand “X”, I do “Y”)



Ask them if their current strategies are working


(i.e. they understand and are no longer frustrated)



Introduce new repair strategy



Have student track how many times they experience a breakdown and track how
many times they used the repair strategy



Ask the student if the repair strategy is working, if not, brainstorm with the


student to come up with alternative repair strategies

What difference can you make
in your students' learning skills
by addressing their LBs?

The Difference
YOU

make…..


By
equipping

students to repair
breakdowns, you enable them
to become
independent

learners.

By
engaging

students in the


learning process, you


enable them to become


lifelong

learners.

What difference can you make in your
students' learning skills by addressing

their LBs?

Learning Breakdown Frequency for CW
0
1
2
3
4
5
6
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
Observation Days
Number of times each type occured
Type @- Frozen/Confusion
Type &- Distraction
Type ^- Lazy Signing
Summary
-

Key
Information & Strategies


Y
ou will not be able to fix the
cause

of a LB. Maybe
they experience a bad home life, or a learning
disability, but you can give them the strategies to
help them repair the breakdown when it happens.

S
ome kids may not want to learn, but some kids just
need extra tools in their box.

A

child who appears to not care, might be at the
bottom of his/her tool box.

G
ive him/her an extra wrench or hammer, and they
may be able to finally build their house of
learning.

Summary
-

Key
Information & Strategies

Things to remember


A learning breakdown is not a
reflection of your teaching!

(it is a part
of the learning process and should be
expected)


Don’t take on an entire class to
document.

(one student at a time when
documenting.. You already do this in your
mind it is simply a matter of organizing
it in writing)


When doing an intervention you may
have to try several different ones
before you get the “Ah Ha!” you are
seeking..

(remember to try one for a
couple of weeks before you decide to
change it, or if it worked or did not)


If you have questions on this process,
you are welcome to ask more questions

after the presentation or in the

weeks that follow.

Informational resources
concerning learning,

teaching and LBs





How People Learn: Brain, Mind, Experience, and School
;

copyright 1999. NATIONAL ACADEMY PRESS Washington, D.C.
1999


ASSESSMENT OF 21ST CENTURY SKILLS:THE CURRENT
LANDSCAPE
; JUNE 2005.
www.21stcenturyskills.org


Handbook of Complementary Methods in Education Research:

Green Judith et al. American Educational Research Association;
Washington D.C


www.dcmp.org

a free service to family and teachers of DHH
students. You can browse and check out captioned videos as well as
ASL videos or deaf jokes/stories, etc...This is great to share with


parents who may want to check out videos to learn sign





language or for our deaf students to have exposure to deaf



culture via jokes and stories.





Informational resources
concerning learning,

teaching and LBs


Information for General Education Teachers Concerning
Teaching Students who are d/hh

[Note: you
must

first logon at
www.deafed.net

before you can access this information]



Recommended Instructional Practices for d/hh Students:
Literacy, Math & Science

[Note: you
must

first logon at
www.deafed.net

before you can access these practices]


Bibliography

Green, Camilli, Elmore, 2006, p121,
The Handbook of Complementary Methods
in Education Research.


Levine, Mel.
A Neurodevelopmental View.

Retrieved on October 2, 2007, from
Center for School Success. Website
http://www.centerforschoolsuccess.org/eightneuro.php



Levine, Mel. All Kinds of Minds
-
Table of Neurodevelopmental Contructs &
Conference Video. All Kinds of Minds: 2000
-
2006 & 2007.


National Research Center on Learning Disabilities (
www.nrcld.org
)
Responsiveness to Intervention in the SLD Determination Process; July
2005


Payne, Ruby K.; A Framework for Understanding Poverty. (pp 88
-
89).
Highlands, Texas: aha! Process, Inc. 2005


Some images obtained from:
http://www.inmagine.com



Thank you!! Any


questions?