Enhanced Job Readiness Practical Portfolio

CASE STUDY

Clara Burke could not figure out what to do. As an Instructor, she understood the importance of

building the vocabularies of her trainees. She had tried vocabulary lists before, but the trainees

merely memorized the information for the vocabulary tests and then promptly forgot it. I

remember my mother and me working on learning vocabulary words when I was a little girl. She

would always make up little rhymes to help me memorize. Maybe I could do something like that,

she considered. Clara also knew that a lot of her trainees were visual learners, and she wanted to

address their needs. Plus, she had trainees like Michael who has ADHD and could not sit still and

needed a way to focus. Additionally, some trainees were reading below grade level.

As the trainees filed into class the next day, they already knew they needed to get out their

notebooks because they always did an activity in their notebooks at the beginning of class. Clara

began her instructions by explaining they were doing a new kind of vocabulary activity. Clara

went on to explain that the new word was "surreptitious" and that it means "done or acting in a

secret, sly manner." The trainees stared at her blankly, some even started talking to each other.

She knew she would have to explain this concept in a different way to her students. I think I need

to speak to one of my colleagues to see if anyone has an idea, she decided. Clara has decided to

speak to you.

Questions

1. Describe two cognitive strategies that you would recommend to Clara that will assist her
trainees in learning the new vocabulary word.
● Organizing new languages - The usual procedure in organizing language is: first,
look at the native speaker's language behavior; second, select which aspects of
this behavior are relevant to the potential students; third, arrange the selected
aspects into a teaching sequence; fourth, translate these aspects into teaching
techniques.
 ● Using imagery for memorisation - Imagery is simply the formation of any mental
pictures. This simple process has great benefits when it comes to memory. By
using imagery, we can enhance the processing of information into the memory
system. Imagery strategies involve activating the memory by taking what is to be
learned and creating meaningful visual, auditory, or kinesthetic images of the
information.

2. Judge why ADHD might be an especially difficult disorder to deal with when teaching
vocabulary.
● They may struggle with articulation disorders. This is a speech issue that makes it
hard for them to produce certain letter sounds. These children might also have
difficulty with speech fluency and vocal quality. It might affect their ability to
produce the right words in conversation.

1. Support how the cognitive strategies you recommended could be used to improve
memory and reading comprehension.
● Imagery strategies involve activating the memory by taking what is to be learned
and creating meaningful visual, auditory, or kinesthetic images of the information.
Strengthening the phonological loop with rapid naming exercises can help speed
up the word finding component of language.Teaching the Executive Functioning
skills of Stop, Think, Plan, Do can allow the student to slow down to organize
ideas.Building a strong vocabulary base, learning antonyms and synonyms, will
increase the choices a student has to express his ideas.Learning to breakdown
ideas into parts and then organize them can help a student start a task without
feeling overwhelmed.Building flexible thinking skills can help a child with
language organization issues find new