Every student has unique learning strengths and areas for growth. As teachers, it is essential to recognize these individual differences and tailor instruction to support students in ways that align with their abilities. One such difference is the ability to reason abstractly, a cognitive skill that varies among students. In this article, we explore how a teacher can best support a student who struggles with abstract reasoning but excels in hands-on tasks.
A) Provide More Abstract Reasoning Activities to Challenge the Student
Scenario:
Mr. Harris teaches a 7th-grade class, and one of his students, Tim, has shown significant difficulty with abstract reasoning in subjects like mathematics and science. Tim struggles to understand theoretical concepts or work through problems that require thinking about abstract scenarios. Mr. Harris believes that pushing Tim to develop these skills might help him improve over time, so he decides to provide Tim with more abstract reasoning activities, such as puzzles and theoretical math problems.
Challenges & Considerations:
While it is essential to challenge students and encourage growth in areas of weakness, focusing exclusively on abstract reasoning activities for a student like Tim might lead to frustration. Tim has shown that he excels in hands-on tasks and struggles with abstract concepts. Simply providing more abstract reasoning activities may not be effective if those tasks do not align with his current learning style or level of development.
Why This Approach Doesn’t Work:
In this case, focusing solely on abstract reasoning activities might overwhelm Tim. It’s crucial to build a student’s skills gradually and provide them with the support they need to succeed in areas of challenge. This approach might push Tim too hard too soon, leading to disengagement or feelings of inadequacy.
B) Incorporate Concrete Examples and Hands-On Activities into Lessons
Scenario:
Ms. Lopez teaches a science class and has noticed that one of her students, Sarah, excels when it comes to hands-on tasks like experiments, but she struggles with abstract reasoning, particularly when the lessons move beyond concrete examples. Sarah finds it difficult to grasp theoretical concepts or understand scientific models that require abstract thinking. Ms. Lopez decides to integrate more hands-on activities, such as building models or conducting experiments, to help Sarah make connections to the abstract concepts being taught. She also provides concrete examples for abstract scientific ideas, like demonstrating chemical reactions in a lab setting rather than just explaining the theory behind them.
Benefits & Considerations:
By incorporating concrete examples and hands-on activities into lessons, Ms. Lopez is tapping into Sarah’s strength. This approach allows Sarah to understand abstract concepts in a more tangible and accessible way. Hands-on tasks help students like Sarah bridge the gap between theory and practice, enabling them to apply their understanding in a real-world context.
Why This Approach Works:
Supporting students who struggle with abstract reasoning by using hands-on learning methods allows them to build the foundational skills needed to understand more complex concepts. Concrete examples make abstract concepts more approachable, providing a scaffold for further learning. This approach also aligns with the principle of differentiated instruction, which tailors the learning experience to the individual needs and strengths of each student.
C) Refer the Student for Additional Testing
Scenario:
Mr. Brown notices that his student, Emily, has difficulty grasping abstract reasoning concepts in class. After observing her struggles, he considers referring Emily for additional testing to assess whether she has a learning disability or any cognitive challenges. Mr. Brown believes that understanding whether there are underlying issues could help him better support Emily in her development.
Challenges & Considerations:
While referring a student for additional testing can be a valuable step in understanding their learning needs, it is not always the immediate solution. In Emily’s case, her difficulty with abstract reasoning may not necessarily indicate a learning disability but rather a developmental stage or a gap in instruction. Before resorting to testing, it might be more effective to try alternative teaching strategies, such as those based on hands-on learning, to support her.
Why This Approach Doesn’t Work Right Away:
Referring a student for testing may be necessary in some cases, especially if there are concerns about learning disabilities. However, the first step should typically involve trying instructional strategies that align with the student’s strengths. In Emily’s case, hands-on learning or concrete examples might be more effective and less invasive than immediately turning to additional testing.
D) Focus on Other Students Who Excel in Abstract Reasoning
Scenario:
Mr. Johnson notices that his student, Josh, excels in abstract reasoning, understanding complex mathematical concepts with ease. Meanwhile, his student, Jack, struggles to grasp these same concepts and has difficulty with abstract reasoning. Rather than focusing on Jack’s needs, Mr. Johnson decides to allocate most of his attention to Josh, believing that students who excel in abstract reasoning deserve more focus and challenge. He continues to teach Jack using the same methods without offering additional support.
Challenges & Considerations:
This approach ignores Jack’s individual needs and strengths. While it is important to provide opportunities for students who excel in abstract reasoning to thrive, it is equally important not to neglect students who require more support in this area. By focusing only on students who excel, Mr. Johnson risks leaving Jack behind, which could lead to disengagement and a lack of progress.
Why This Approach Doesn’t Work:
Focusing exclusively on students who excel in abstract reasoning and neglecting those who struggle with it undermines the principle of equitable education. Every student deserves the opportunity to succeed, and it is the teacher’s responsibility to meet each student where they are and provide support tailored to their needs. Ignoring the needs of struggling students can result in widening the achievement gap.
Conclusion: Supporting Diverse Learners Through Tailored Instruction
The key to supporting a student who struggles with abstract reasoning is to recognize their strengths and tailor instruction to meet their needs. The most effective approach is to incorporate concrete examples and hands-on activities into lessons (Option B), allowing the student to engage with abstract concepts in a way that aligns with their learning style. Differentiating instruction in this manner not only fosters greater understanding but also helps build confidence and engagement.
While it might be tempting to push the student with more abstract reasoning activities (Option A) or to focus on other students who excel (Option D), these approaches may not effectively support the student’s development. Referring the student for additional testing (Option C) could be a later step, but it should not be the first course of action before attempting alternative teaching strategies. By using hands-on learning and concrete examples, teachers can help all students, regardless of their cognitive strengths, develop the skills they need to succeed in the classroom.
