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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]How does slow processing speed affect the social skills of older kids?  Can they have back and forth conversation, participate in group discussions / team projects?
 [/quote]

My DS does very well in smaller groups. [b]In larger settings he needs more encouragement from the teachers to participate in class.[/b] When asked questions directly, he does fine. If he has to jump in, it is more difficult for him. If it is a subject he feels confident about, he does well too.

These are not dumb kids. They just absorb information a bit slower. Right now my DS's passion is World War II, and he shows impressive knowledge about the era, devouring book after book.  Cannot stop talking about it :-)[/quote]

[b]How do you get teachers to do this? [/b] DD has slow processing and is very shy.  She has two classes where teachers are sticklers on participation - worth 25% of the grade.  She has and NC (F) in one class for participation and C- in the other. These grades bring down her overall grade. Her 504 plan says only ask her one question (with the hope of her raising her hand) as she was nervous about any follow up question and not knowing the answer to the second question that she would not raise her hand.   This has helped some but she has a hard time formulating a response quick enough to raise her hand before the teacher moves on.  She's struggling....[/quote]

[b]I'm the teacher who posted above. For my students with slow processing speeds, I do three things to amp up their verbal participation. The first is that I provide the class with discussion questions in advance and let the student know a small number of questions that I might ask him or her. So if the post-reading reflection has six questions, I might stop by Larla's desk and put a small dot next to two questions. Larla knows that I will ask her one of those two. The second thing that I do is to "The Remix". My students love this. I will write down everyone's contributions on the board at the beginning of class and then 5 minutes before the bell I say "Reeeeeeeeeeeeeh Mixxxxxxxxxx!" in a silly dubsteppy tone. Students have a couple minutes to "remix" someone else's answer with new info and share with a classmate. I let Larlo know before my announcement that I will call on him for "The Remix". The simplest thing of all is that we do "But the Most Important thing to remember is..." and I pick 4 to 5 students. They have to be additive, until you get to the last person who can be additive OR repetitive. I pick the child who processes slowly last so that they have time to either formulate a new answer or they can declare someone else's answer the most important thing to remember. [/b]

By the way, your teachers sound like they need more training with Wait Time 1 AND Wait Time 2.

[/quote]

Wow.  You have singlehandedly restored my faith in teacherdom!  What great methods.  I don't even think I would have thought of them, but of course I haven't been taught the science of teaching, which you clearly were.  Wish I knew where you teach so I could send an email/letter to your principal.  [/quote]

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