S E S S I O N ON TEACHING L EA R N E RS

WITH DIFFICULTY IN R E M E M B E R I N G
O R CONCENTRATING

1
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 Objectives
A t the end of the session, the
participants will be able to:
1. Demonstrate instructional
strategies in teaching
Learners with Difficulty in
Remembering or Concentrating
(LDRC)
2. Identify multi-sensory
materials that support the
learning D e p aof L D RC
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 Objectives

3. Produce support
instructional materials
for L D RC

4. Express
comm itment in
helping L D RC
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TIME TO WORK!

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 ACTIVITIES
Group 1: Pop-Up Book

Group 2: Picture Exchange

Communication System (PECS)

Group 3: Memory Game

Group 4: Word-Picture Match

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Answer the following questions:

a.) What skill/s will be

developed by the materials
that your group has
prepared?

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Answer the following questions:

b.) Are the materials

appropriateto your L D R C ?
Ifyes, why do you say s o ?

c.) If no, how will you suit

these materials to your own
learners?

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TIME TO PUBLISH!

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TIME TO PUBLISH!

Post your metacards on the

correct column on the board.
Materials Skill/s that Why Modifications
will be appropriate? to be Made to
Developed? Suit Own
Learners

Pop-up Book
PECS
Memory G a m e

Word-Picture
Game

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TIME TO THINK!

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TIME TO THINK!

1. How many skills can be

developed by one
instructional material?
Which materials can
develop
a. Physical
the skills and in
Motor?
b. Personal and
Social?
c. Learning/Cognitive?
d. Spoken Language?
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TIME TO THINK!

2. Areall the materials

appropriate to your
L D R C ? What types of
materials are appropriate
for your L D R C ?

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TIME TO THINK!

3. Which materials do
you need to modify?
How? Why do we
need to suit the
prototype materials to
our own learners?

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TIME TO DEEPEN!

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What are Instructional Strategies?

 techniques used to help

learners become
independent and strategic
learners

 learners independently
select the appropriate ones
and use them effectively to
accomplish tasks or meet
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Instructional strategies can:

motivate learners

help them focus attention

organize information for understanding

and remembering

monitor and assess learning

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1 . Cognitive Behavior Modification

analyzes the thinking

process involved in
performing a task

a. Instruction by another
person

b. Overt self-instruction
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 2 . Modeling

 learners gain and

practice appropriate
behaviors by observing
and imitating
others

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 2.

Modeling

 the learners are

able to recall
and retain
routines in the
class

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 3. Multisensory Method

based on the premise that

some learners learn best
when content is presented
in several modalities.

also known VAKT

as (visual-
auditory-
kinesthetic-tactile)
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4. Behavior Modification Technique

a.Positive Reinforcement

 provides specific and

immediate corrective
feedback by giving
sensory stimulation to
the learners

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4. Behavior Modification Technique

 motivatesthe learners to
acquire new skills or to
practice known skills by
giving internal and
external reinforcers

 social reinforcers ,
token economies
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4. Behavior Modification Technique

b. Fading
 fade prompts
promote
independence

 ways to gradually
remove prompts/
reinforcers
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 5. Peer Tutoring
involves pairing a
competent learner with a
learner who has difficulty
in a particular academic
area

improves
social
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 6 . Projective Techniques

may be used by the

teacher to encourage
students to project or
express their feelings
and emotions

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6 . Projective Techniques

Creative
activities

 role playing

 puppetry
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 7. Group Learning

 behavior difficulties
become lesser
 learners motivate each
other

 giving them
tasks to
accomplish boost
their concept of
responsibility
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 8. Play-Based Learning

used to teach cognitive

skills while playing
games

activities

to

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 9 . Individualized Instruction
also known as
differentiated instruction
can be done by
differentiating the
• Content (what is
learned)
• Process (how the
content is taught)
• Product (how the
learning is observed
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 10. Task Analysis

 breaking down a
complex task into
simple sub-tasks

 This will help

frustration level down
and enable learning to
take place.
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11. Arts and Crafts Approach

utilizes available
appropriate low-cost and
craft materials for the
development of different
teaching-learning
experiences
and activities

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Multi-sensory Materials
that support the
learning of L D RC

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To stimulate visual reasoning and learning

 Text and/or pictures

on paper, posters,
models, projection
screens, computers
or flashcards

 Use of color for

highlighting, organizing
information
D e p a r t m e n t o or
f E d u cimagery
ation
To stimulate visual reasoning and learning

 Graphic
organizers,
outlining passages

 Student created art,

images, text, pictures
and video
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To stimulate tactile learning

 Sand trays, raised line

paper, textured
objects, finger paints
and puzzles to improve
fine motor skills

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 To stimulate tactile
learning
 Modeling materials such
as clay and
sculpting materials

 Using small materials

called manipulatives to
represent number values
to D e pteach
a r t m e n t o f E dmath
ucation
 To stimulate kinesthetic learning

 Games involving jumping

rope, clapping or other
movements paired with
activities while counting
and singing songs
related to concepts

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 To stimulate kinesthetic learning

 Any large movement activity

for learners involving
dancing, bean bag tossing
orother activities involving
concepts, rhythmic recall
and academic competition
such as quizzes, flash
card races, and other
learning D e p agames
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 To stimulate auditory learning

 Books on tape, peer

assisted reading, paired
reading and computerized
text readers
 Video or film with
accompanying
audio
 Music, song, instruments,
speaking, rhymes, chants,
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TIME TO STRATEGIZE!

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 Role play the instructional
strategies that you will
employ
in response to the following
situations using the
materials you prepared
during the activity.
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 Group 1 - You have a learner who
has difficulty in cutting
and pasting.
 Group 2 - You have a learner who
is non-verbal.
 Group 3 - You have a learner who
has poormemory and short
attention span.
 Group 4 - You have a learner who
has immature or improper
vocabulary.D e p a r t m e n t o f E d u c a t i o n
 “The Creed of Babies with Down Syndrome”

Image source: https://

www.google.com.ph/search?q=down+syndrome&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi0-aHtq-
XXAhVGgrwKHXSuAO8Q_AUICigB&biw=1366&bih=613#imgrc=nOmSGOI_afGEPM:

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Complete the statement below:

P LE D GE O F COMMITMENT

Now that I am fully aware of the needs of learners

with difficulty in remembering or concentrating,
I commit to .

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Thank you!

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 References:

https://www.disabled-world.com/disability/education/special/pecs.php

https://www.eduplace.com/ss/act/rules.html

https://education.alberta.ca/media/482311/is.pdf

Team up for Down Syndrome 2011 (www.teamupfordownsyndrome.org)

Images:

https://i.pinimg.com/236x/2b/60/7b/2b607b236b8af1b9df25f20a7f8d34cf.jpg

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