Author Question: In the second grade, Danielle was identified as a student with attention deficit hyperactivity ... (Read 86 times)

WWatsford · **on:** Jun 20, 2018

In the second grade, Danielle was identified as a student with attention deficit hyperactivity disorder. During the elementary school years, she had such a busy brain that she failed to learn some of the strategies that have become automatic for her friends. Now Danielle is in high school and has made up her mind to be a medical doctor. She realizes some of the demands of the profession because her mom is a doctor. Danielle is serious about learning and determined to teach herself some learning strategies to improve her academic achievement.

Identify at least one learning strategy that will transfer to many of the subjects Danielle will take in high school and college.

Describe the stages of learning she will experience as she teaches herself the strategy and develops the ability to transfer the strategy to new learning situations.

What will be an ideal response?

Question 2

Mrs. Gomez is in her third year of teaching fourth grade. This year one student's dadvisited with Mrs. Gomez during the second week of school and described his son Gabe as very creative. He mentioned Gabe's skill in crafting witty statements, his love of writing and creating characters and settings with distinctive traits, his insatiable curiosity, and his intensity. Mrs. Gomez discussed with the dad some of the things she would like to do to encourage Gabe's creativity and help him acclimate to classroom rules and procedures without feeling stifled. Gabe's dad felt like she was on the right track.

On the way home from school, Mrs. Gomez is reflecting on the conversation and realizing that she would like to encourage creativity in all of her students. She believes she can work effectively with Gabe and use some of the same ideas to help other students think outside the box.

Describe at least four things Mrs.

Gomez might do that will foster Gabe's creativity and encourage other students to be creative.

Alyson.hiatt@yahoo.com · **Reply #1 on:** Jun 20, 2018

Answer to Question 1

Suggested Response: Danielle and all learners benefit from learning strategies that help them organize and remember.
Suppose Danielle is teaching herself to use visual tools such as concept maps to organize and remember information. These strategies transfer to many topics across many domains of study.
The first stage of learning the strategy is the acquisition phase. Danielle needs to read instructions about using the strategy, find examples on the Internet or from friends, and learn when and how to use the strategy. She needs to rehearse by using the strategy as she reads her homework assignments.
The next stage is the retention phase. Danielle needs to keep practicing and overlearn the strategy until it becomes automatic for her to organize material using concept mapping or a similar visual tool. She might find another student who uses concept mapping to compare notes and give her feedback. She might also ask a teacher to look at her concept maps and give her feedback.
The third stage is called the transfer phase. In this phase Danielle develops strategic transfer and tries to use the strategy with new learning situations. Until now she used the strategy successfully to organize material she read from her texts. Now she branches out to new learning problems. For example, she might take a complex concept that is covered in an entire chapter and boil it down to a concept map. She might take her notes from lectures about one of the body systems and turn her notes into a concept map. She might even merge concepts across chapters to solve problems of recognizing relationships among concepts.
If Danielle teaches herself this strategy and practices it until it becomes automatic, she should make academic gains.
Text Reference: Teaching for Transfer

Answer to Question 2

Suggested Response:
Mrs. Gomez should provide opportunities for students to use divergent thinking. The process may involve asking questions that are not included in the teacher's guides. Such questions ask students to think of additional solutions to problems and consider perspectives that are not presented in the lessons.
She should use brainstorming regularly with her students. By engaging in true brainstorming, students learn to listen and consider others' ideas with judging, to come up with ideas of their own, to build upon ideas of others, and to verbalize wild ideas. The process can be freeing and encourage students to take risks and express ideas that do not conform.
Mrs. Gomez should provide a wide range of resources, supplies, and materials for students to use in the production of creative projects. Such projects allow children to demonstrate their learning in nontraditional and creative ways.
Mrs. Gomez should also be quick to tolerate diverse ideas and dissenting opinions. In doing so, she creates a learning environment in which diversity is respected. Students will not feel as though they are being poured into a mold of thinking and behaving a certain way.
She might alsocapitalize on technology in the classroom. She might model innovative uses of technology and ask students for ideas about using technology. She might find free apps and programs that encourage divergent thinking and creative solutions.
She might provide spaces in the classroom for students to do creative projects and explore. If her classroom has limited space, she might develop assignments that encourage students to make choices about creative projects they can do at home or at their desks during special work times.
Text Reference: Creativity: What It Is and Why It Matters