Fostering Growth in Community College: Neurodiverse Teaching Strategies That Work

Teaching at a community college resembles tending to a diverse garden, where each student embodies a unique set of challenges and strengths. Just like a gardener must understand the needs of each plant, educators should recognize the complex backgrounds and experiences of their students to create an enriching learning environment.

Transforming Barriers into Growth Opportunities

Community college students often come from varied backgrounds, with many facing significant hurdles. Some benefit from robust support systems, while others encounter obstacles such as trauma or socioeconomic challenges. A notable portion of these students may be first-generation college attendees, adding another layer to their educational journey.

This diversity calls for a holistic educational approach that goes beyond traditional teaching methods. From my experience as a community college professor, I've learned that education should not solely focus on delivering information; it's about cultivating a setting where students can engage with their barriers and grow beyond them.

Incorporating Neurodiversity into Education

The idea of neurodiversity adds further complexity to teaching approaches. It highlights the necessity of acknowledging the varied cognitive and learning styles present in any classroom. By embracing neurodiversity, educators can recognize that students not only process information differently but may also require customized strategies to flourish. Just as some plants thrive in sun while others need shade, each student has a distinct way of learning.

In creating my course modules, I emphasize teaching the "whole person." This approach encompasses multiple strategies that engage all five senses—sight, hearing, touch, taste, and smell. Engaging these senses can help students absorb and process information more effectively through their brain's executive functions.

Effective Neurodiverse Teaching Strategies

Here’s an outline of my course, carefully designed to integrate neurodiverse teaching principles. While the structure follows the conventional modular design, the content is tailored to accommodate various learning and processing styles. Below are two effective strategies I employ at the outset of each module:

Strategy #1: Read, Listen, and Do

For visual learners, I utilize a visual chart to present my course overview. This chart breaks down course expectations into three manageable sections: Read, Listen, and Do. This straightforward framework serves as a visual guide, which is especially beneficial for students who may struggle with focus. By narrowing the broader content into easily digestible segments, these students can better engage with the material.

Visualizing the Read, Listen, Do strategy:

Strategy #2: The Friend Group Initiative

The Friend Group initiative is designed to foster social connections among students. This approach involves small group discussions lasting approximately eight minutes. By acknowledging the various challenges students might face, such as technology barriers or communication insecurities, I pave the way for a nurturing and inclusive learning space.

How the Friend Group strategy functions:

This small group setup creates a safe environment for students to become more comfortable with both technology and interpersonal interaction. As these groups naturally evolve, they foster a sense of community and ownership—crucial for building trust and encouraging participation.

In just eight minutes, students engage in meaningful conversations, sharing insights about class content and personal experiences. This practice not only enhances their understanding but also fosters friendships and contributes to a supportive educational atmosphere, especially important in online settings. Such genuine peer interactions can lead to cooperative learning and pairing up for study sessions.

The Impact of Bongo

I am also integrating Bongo into my course framework, providing students the ability to record discussions and obtain immediate feedback without my direct oversight. This additional layer empowers students to gain insights and hone their performance based on constructive input.

This process substantially builds confidence and enhances critical thinking skills.

Written by Dr. Maria C. Rutherford, a Full Professor at Bluegrass Community and Technical College and Cengage Faculty Partner.

For More Insights on Neurodiverse Teaching

Discover more about neurodiversity in education in Dr. Rutherford's piece, “A Working Relationship with AI Technology, Cengage and Myself.”

The post Helping Community College Students Thrive With Neurodiverse Teaching Strategies appeared first on The Cengage Blog.