In any classroom, students bring a variety of strengths, weaknesses, and learning preferences. Some students may excel at abstract reasoning, while others might learn better through hands-on tasks and concrete examples. When a teacher identifies a student who struggles with abstract thinking but excels in hands-on tasks, it becomes crucial to adapt teaching strategies to better support that student’s learning style. In this article, we explore the best approach to support such a student, examining the potential benefits and drawbacks of different strategies.

A) Provide More Abstract Reasoning Activities to Challenge the Student

Scenario:
Ms. Roberts teaches a high school mathematics class and notices that one of her students, Tim, has difficulty grasping abstract concepts such as algebraic equations and geometric proofs. Despite struggling with these abstract tasks, Tim shows a natural talent for hands-on activities, such as building physical models or using visual aids to solve problems. In an effort to challenge him, Ms. Roberts decides to provide more abstract reasoning tasks, thinking that pushing him to work on these areas of weakness will help him develop a broader skill set.

Challenges & Considerations:
While challenging students to improve in areas of weakness is a common approach, forcing a student to engage exclusively with tasks that they find difficult can lead to frustration and disengagement. Tim’s struggles with abstract reasoning are not a result of laziness or lack of effort; instead, he may need more time and support to build the foundational skills required for abstract thinking. Pushing him too quickly into more abstract activities without addressing his hands-on strengths could hinder his progress and motivation.

Why This Approach Doesn’t Work:
This strategy overlooks the fact that every student learns differently. By focusing solely on abstract reasoning, Ms. Roberts may be neglecting Tim’s strengths in hands-on tasks. The best way to support Tim’s development is not to challenge him solely in his areas of weakness but to integrate learning opportunities that connect abstract concepts with concrete experiences that align with his strengths.

B) Incorporate Concrete Examples and Hands-On Activities into Lessons

Scenario:
Ms. Roberts recognizes that while Tim finds abstract reasoning difficult, he excels when given opportunities to apply concepts in real-world, hands-on tasks. For example, Tim is able to build geometric shapes out of clay and manipulate models to understand mathematical principles more effectively than through abstract explanations alone. To better support Tim, Ms. Roberts decides to integrate more concrete examples and hands-on activities into her lessons. For instance, she introduces a project where students design and construct 3D models to represent algebraic equations, giving Tim the opportunity to engage with abstract concepts through physical manipulation and visual aids.

Benefits & Considerations:
This approach is based on Tim’s demonstrated strengths in hands-on learning. By using concrete examples and practical tasks, Ms. Roberts can help Tim better understand abstract reasoning concepts while providing a learning environment that feels more accessible and engaging for him. Hands-on activities can make abstract concepts tangible, helping to bridge the gap between Tim’s current understanding and more complex, theoretical material. Additionally, this approach allows for differentiated learning, as it caters to Tim’s individual learning style while still promoting growth in abstract reasoning.

Why This Approach Works:
Incorporating concrete examples and hands-on activities into lessons allows students like Tim to build a stronger connection to abstract concepts. The tactile, visual, and experiential nature of these tasks provides students with a scaffold to support their cognitive development in areas they may find challenging. By adapting the lesson to Tim’s strengths, Ms. Roberts can foster a deeper understanding and engagement in abstract reasoning over time.

C) Refer the Student for Additional Testing

Scenario:
Ms. Roberts, after noticing Tim’s struggle with abstract reasoning, considers referring him for additional cognitive testing to identify any underlying learning difficulties. She wonders whether Tim’s challenges are due to an undiagnosed learning disability, such as dyscalculia, and if further assessments could provide more insight into his difficulties. While this could be a helpful step in understanding his learning needs, Ms. Roberts is unsure whether this is the best first step in addressing his challenges in the classroom.

Challenges & Considerations:
While referring Tim for testing might provide more clarity on his cognitive abilities, it is important to first consider strategies for supporting his learning in the classroom. In many cases, it’s beneficial for teachers to attempt differentiated strategies and scaffolded support before seeking additional testing. Furthermore, testing can be a time-consuming process that may not immediately address Tim’s current needs. It may also create unnecessary stress or label him with a learning difficulty, which may not be necessary if other, more tailored teaching strategies could help.

Why This Approach Doesn’t Work:
Referral for additional testing might be premature at this stage. Instead, Ms. Roberts should focus on adjusting her teaching methods to meet Tim’s learning style first, as many students thrive when given the right kinds of support and engagement. Testing could be a useful step later if Tim’s struggles persist, but there are many ways to help him in the classroom without resorting to this step immediately.

D) Focus on Other Students Who Excel in Abstract Reasoning

Scenario:
Ms. Roberts notices that Tim struggles with abstract reasoning, while other students in the class excel in these tasks. Feeling the pressure to cater to all students, she decides to focus more on the students who grasp abstract concepts quickly, ensuring that they are challenged and engaged. She provides them with advanced tasks that require complex abstract reasoning, while Tim continues with more basic, hands-on tasks. This allows Ms. Roberts to devote her time to students who are ready for higher-level tasks while leaving Tim to work on what he can manage.

Challenges & Considerations:
While focusing on students who excel in abstract reasoning is important for their development, it may inadvertently neglect Tim’s needs. Every student deserves to be supported and challenged at their own level, and simply ignoring Tim’s challenges would not help him progress. By focusing only on students who excel in one area, the teacher risks creating an unequal learning environment where some students do not receive the attention they need to grow.

Why This Approach Doesn’t Work:
Although it is important to challenge students who excel in certain areas, this approach does not address the needs of all students, including Tim. Instead of focusing exclusively on the students who excel in abstract reasoning, Ms. Roberts should create a balanced environment where all students are supported and given the opportunity to grow. This can be done through differentiation and scaffolding, ensuring that students like Tim are provided with the tools they need to succeed in areas that challenge them.

Conclusion: The Best Approach to Supporting a Student with Struggles in Abstract Reasoning

Among the options presented, the most effective approach for supporting a student like Tim is incorporating concrete examples and hands-on activities into lessons (Option B). By leveraging Tim’s strengths and providing him with opportunities to engage with abstract concepts through concrete, real-world tasks, Ms. Roberts can help him build a deeper understanding of challenging material in a way that resonates with his learning style. Over time, as Tim becomes more comfortable with hands-on activities, he may develop greater confidence in abstract reasoning as well.

Every student is unique, and the key to effective teaching lies in adapting lessons to meet students where they are and providing support in ways that play to their strengths. Through thoughtful differentiation and an emphasis on hands-on, concrete learning, teachers can foster an environment where all students, regardless of their learning challenges, are set up for success.