Understand Learning Difficulties

If you think you are confused by a student’s uneven performance, imagine how the student feels!

Don’t assume a student who does well in one topic but not another didn’t study or wasn’t trying. Most  have what author and Harvard Professor Todd Rose calls a jagged profile–that is to say that they have one or more learning traits (e.g. memory, attention, reasoning) that is significantly stronger than another. Often it’s not a learning problem, just a difference in skills that can be confusing and cause frustration.

Helping students recognize and manage those differences is key to improving learning success.

understand inconsistencies

Differences in learning traits often aren’t easy to observe. And it’s unlikely that a student will be able to tell you. Here are some of the most common signs of a very jagged profile.

Significant difference in performance in one subject or topic over another, regardless of teacher

Readily understands but easily forgets what he learned

Easily remembers but struggles to apply it for problem solving or in project work

Knows the material but makes lots of careless errors

Reads slowly or reluctantly despite good conceptual understanding

Loves to read but struggles with word problems

Loves anything visual or hands-on but doesn’t like to read

identify a jagged profile

You can imagine how frustrating it can be when some things come so easily and others feel so hard. Keep in mind that every students wants to succeed, they just don’t always know how. You can help if you have a clear, objective understanding of why.

Stronger visual than verbal skills use visualization or mind movies when reading

Stronger verbal than visual skills use elaboration or verbal remediation

Stronger memory than reasoning use multi-modal reinforcement and memorize in advance

Stronger reasoning than memory chunk information and draw connections

Stronger reasoning, weaker executive functions teach how to check work and organization skills

Be sure to have objective data on inconsistencies to ensure you are choosing the right strategies for your learner.

get personalized strategies

Most students feel some amount of test anxiety. In fact, a small amount of anxiety is healthy and can help. However, if a student consistently knows the information but underperforms on tests because of anxiety or stress, you’ll want to address it. Keep in mind that if a student struggles with more generalized anxiety in other situations you’ll want to start here.

Knows the information at home but “freezes” or can’t remember on tests

Struggles to finish tests but keeps a good pace on homework or classwork

Complains of stomach aches, headaches or other illnesses before tests

“Gives up” on tests but not other assignments

Makes lots of careless errors on tests but not on homework or classwork

understand test anxiety

Test anxiety often can be traced to a specific learning trait. Once you understand what’s interfering with success, you can often go a long way to minimizing the anxiety.

Memory Skills. Students with stronger reasoning and weaker memory might not study enough. Over time they lose confidence in their abilities rather than study a bit more.

Processing Speed. Students with slower processing speed might be able to keep up in class or take longer in untimed settings but just don’t have enough time to show their best work under time constraints. Anxiety might cause them to work more slowly.

Executive Functions. Anxiety can worsen executive functions. Students with weaker attention or working memory might feel these problems worsen in stressful situations.

Differences in Reasoning Skills. Students might need to study more in one class over another. If they don’t put in the extra time for more challenging classes they might not do as well and then lose confidence in that subject.

Motor Speed. Some students have more difficulty writing quickly and neatly which can be a problem on handwritten tests. They might get so fixated on their handwriting that they can’t focus on showing all they know.

understand your test anxiety

A specific understanding of when and why a student experiences test anxiety is key to providing the right test taking supports. One quick approach that teachers can use with all students is to teach them to “throw away” test anxiety.

Memory strategies will depend on the subject and if your student has more difficulty with visual memory or verbal memory

Subject-specific such as math anxiety, you will want to build confidence in their ability to succeed

Executive functions need to show their work and learn how to check their work

Processing speed, teach them how to monitor pace or consider if they should have extra time

Motor speed, see if they can type, use graph paper to keep their numbers neat, or have extra time

Keep in mind that test anxiety can worsen over time. Expect that the more significant the anxiety the longer it might take to re-build confidence and bring that anxiety back down to healthy levels,

get personalized strategies

Very bright, capable students need to be properly engaged, just as students at all levels. It’s the best way to ensure they live up to their full potential. And if they aren’t engaged some might misbehave. Here are signs that a talented student might be insufficiently challenged.

Often complains of being bored or class moves too slowly

Asks unusual, insightful or tangential questions

Seems to not pay attention or misbehave in class but does well on tests and assignments

Does very well with relatively little effort

Is impatient when other students have difficulty or don’t understand

understand giftedness

There are very different ways that students can be gifted, and students can be gifted in one subject or area and not in another. It’s key to understand a student’s specific area of giftedness, nurture it, but not have similar or unrealistic expectations in other areas. Here are just some of the many ways a student might display giftedness in the classroom.

Visual reasoning with strengths in math, science and abstract concepts

Verbal reasoning with strong communication and inferential thinking

Memory with an ability to easily remember and recall specific details in images or recollect texts or discussions

Spatial perception with an ability to accurately visualize 3-D objects in the mind’s eye and apply to art, design and math

Flexible thinking with an ability to take learned knowledge and apply it in unique and unexpected ways

 

identify giftedness

Once you recognize a student’s specific area of giftedness, you will want to provide them the opportunity to explore deeper on their own. You can provide them ways to go deeper within the existing curriculum in humanities and STEM. For those who are self-motivated to learn on their own, you might be able to provide them the flexibility to work independently when they complete the required curriculum.

personalized strategies for giftedness