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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
durations 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 pencil


Erasing too much


Asking to use 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 stand still 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



Student wants 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 connected a word to what
they say.



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 some 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
strategies would benefit your student.


Strategy should be what other student’s are using not just
out of your head.

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

How can you address
your students’ LB?

Teach

student the alternative repair strategy


Students themselves become more aware of
their learning breakdowns


***How?


Teacher model


Observe a peer who uses this strategy


1:1 discussion with student re: their LBs


Role play with student


Create a list of repair strategies


Use a graphic organizer
(i.e. A student could 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

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
it’s 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 might just not want to learn, but some
kids just need extra tools in their box.

A

child who appears to not care, may just be at the
bottom of his tool box.

G
ive just 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?