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Challenges and Strategies for Teaching Subpopulations
• Neurodiverse Learners• Minorities and Women• First Generation• English Language Learners• Veterans and Military
Neurodiverse Learners
• More students have learning differences, including ADHD and Autism Spectrum Disorders (ASD) – often combined
Burk et.al. – SAGE 2YC workshop (2013)
Neurodiverse Learners
• More students have learning differences, including ADHD and Autism Spectrum Disorders (ASD) – often combined
• ASD marked by social/communication difficulties
Burk et.al. – SAGE 2YC workshop (2013)
Neurodiverse Learners
• More students have learning differences, including ADHD and Autism Spectrum Disorders (ASD) – often combined
• ASD marked by social/communication difficulties• Autism, autistic behaviors and autistic people –
profoundly misunderstood
Burk et.al. – SAGE 2YC workshop (2013)
Neurodiverse Learners
• More students have learning differences, including ADHD and Autism Spectrum Disorders (ASD) – often combined
• ASD marked by social/communication difficulties• Autism, autistic behaviors and autistic people
profoundly misunderstood• ASD students often “out-of-the-box” thinkers,
intelligent, reliable, focused, with strong attention to detail and excellent long-term memory
Burk et.al. – SAGE 2YC workshop (2013)
Challenges for ASD Students
• Misread social cues or facial expressions
Burk et.al. – SAGE 2YC workshop (2013)
Challenges for ASD Students
• Misread social cues or facial expressions• Social interactions/group work stressful
Burk et.al. – SAGE 2YC workshop (2013)
Challenges for ASD Students
• Misread social cues or facial expressions• Social interactions/group work stressful• Stress-relieving activities may make others
uncomfortable
Burk et.al. – SAGE 2YC workshop (2013)
Challenges for ASD Students
• Misread social cues or facial expressions• Social interactions/group work stressful• Stress-relieving activities may make others
uncomfortable• Sensory perceptions can interfere with learning
Burk et.al. – SAGE 2YC workshop (2013)
Challenges for ASD Students
• Misread social cues or facial expressions• Social interactions/group work stressful• Stress-relieving activities may make others
uncomfortable• Sensory perceptions can interfere with learning• Nebulous sense of time (impacts multi-tasking)
Burk et.al. – SAGE 2YC workshop (2013)
Challenges for ASD Students
• Misread social cues or facial expressions• Social interactions/group work stressful• Stress-relieving activities may make others
uncomfortable• Sensory perceptions can interfere with learning• Nebulous sense of time (impacts multi-tasking)• Difficulty with changes and transitions
Burk et.al. – SAGE 2YC workshop (2013)
Minorities and Women - Stereotype Threat
• Threat of being viewed through lens of a negative stereotype or fear of confirming that stereotype (Steele, 1999)
Minorities and Women - Stereotype Threat
• Threat of being viewed through lens of a negative stereotype or fear of confirming that stereotype (Steele, 1999)
• Video on stereotype threat
Minorities and Women - Stereotype Threat
• Threat of being viewed through lens of a negative stereotype or fear of confirming that stereotype (Steele, 1999)
• Video on stereotype threat• Negative effects on performance of minorities,
socio-economic groups, ELLs, veterans/military, and others
Minorities and Women - Stereotype Threat
• Threat of being viewed through lens of a negative stereotype or fear of confirming that stereotype (Steele, 1999)
• Video on stereotype threat• Negative effects on performance of minorities,
socio-economic groups, ELLs, veterans/military, and others
• Related stress-inducing situation is Solo Status – being only member of one’s group in larger group
Minorities and Women - Stereotype Threat• Threat of being viewed through lens of a negative
stereotype or fear of confirming that stereotype (Steele, 1999)
• Video on stereotype threat• Negative effects on performance of minorities,
socio-economic groups, ELLs, veterans/military, and others
• Related stress-inducing situation is Solo Status – being only member of one’s group in larger group
• Words and situations can trigger an involuntary response
Stereotype Threat – Effects
• Increased stress – physiological responses (e.g. sweating, pounding heart, trembling hands)
Beilock (2010)
Stereotype Threat – Effects
• Increased stress – physiological responses (e.g. sweating, pounding heart, trembling hands)
• Reduced working memory
Beilock (2010)
Stereotype Threat – Effects
• Increased stress – physiological responses (e.g. sweating, pounding heart, trembling hands)
• Reduced working memory• Poorer performance in high-stakes situations
Beilock (2010)
Stereotype Threat – Effects
• Increased stress – physiological responses (e.g. sweating, pounding heart, trembling hands)
• Reduced working memory• Poorer performance in high-stakes situations• Cortisol increases - may take hours to return to
normal
Beilock (2010)
Stereotype Threat – Effects
• Increased stress – physiological responses (e.g. sweating, pounding heart, trembling hands)
• Reduced working memory• Poorer performance in high-stakes situations• Cortisol increases - may take hours to return to
normal• Effects greatest for most skilled students who
would like to excelBeilock (2010)
First Generation• More likely to be minority students
(Ward and others, 2012)
First Generation• More likely to be minority students• Feel (and often are) less prepared, especially in
science & math
(Ward and others, 2012)
First Generation• More likely to be minority students• Feel (and often are) less prepared, especially in
science & math • Worry about financial aid – many from
economically disadvantaged families
(Ward and others, 2012)
First Generation• More likely to be minority students• Feel (and often are) less prepared, especially in
science & math • Worry about financial aid – many from
economically disadvantaged families• Less familiar with professional expectations
(Ward and others, 2012)
First Generation• More likely to be minority students• Feel (and often are) less prepared, especially in
science & math • Worry about financial aid – many from
economically disadvantaged families• Less familiar with professional expectations• Fear of failing
(Ward and others, 2012)
First Generation• More likely to be minority students• Feel (and often are) less prepared, especially in
science & math • Worry about financial aid – many from
economically disadvantaged families• Less familiar with professional expectations• Fear of failing• Lower educational aspirations
(Ward and others, 2012)
English Language Learners
Broader category than you might think…
Immigrant - voluntary and involuntary (refugees); a highly variable group
English Language Learners
Broader category than you might think…
Immigrant - voluntary and involuntary (refugees); a highly variable group
International - educated and literate, but often weak in oral and auditory skills
English Language Learners
Broader category than you might think…
Immigrant - voluntary and involuntary (refugees); a highly variable group
International - educated and literate, but often weak in oral and auditory skills
Migrants – may not be literate in any language; often very irregular K-12 schooling
English Language Learners
Broader category than you might think…
Immigrant - voluntary and involuntary (refugees); a highly variable group
International - educated and literate, but often weak in oral and auditory skills
Migrants – may not be literate in any language; often very irregular K-12 schooling
U.S. born – not English speaking at home (Gen 1.5); very familiar with U.S. educational system; often have strong verbal and weak reading/writing skills; may be “hidden”
Veterans and Military
• 23 million living vets; ~4 million receiving VA benefits including education
Veterans and Military
• 23 million living vets; ~4 million receiving VA benefits including education
• Many National Guard/Reserves and active duty military use benefits to take courses
Veterans and Military
• 23 million living vets; ~4 million receiving VA benefits including education
• Many National Guard/Reserves and active duty military use benefits to take courses
• Funding through GI Bill, but with many strings
Veterans and Military
• 23 million living vets; ~4 million receiving VA benefits including education
• Many National Guard/Reserves and active duty military use benefits to take courses
• Funding through GI Bill, but with many strings• Have many geoscience-related skills and
experiences
Veterans and Military
• 23 million living vets; ~4 million receiving VA benefits including education
• Many National Guard/Reserves and active duty military use benefits to take courses
• Funding through GI Bill, but with many strings• Have many geoscience-related skills and
experiences• Both field and world experience
