Instructing Slow Learners at College Level: An Integrated Approach

Abstract

Dealing with slow learners at college level has turned out to be a daunting task for teachers. Slow learners have already acquired low self-esteem, lack of interest and lackadaisical attitude during their schooling. By the time they enter colleges, these negative attitudes become more intensified. They become the victims of faulty strategies which result in truancy and drop out. It appears to be an intimidating job on the part of the teachers either to make the slow learners unlearn what they have already learnt fallaciously or to make them learn things anew which their advanced counterparts have already learnt. The paper makes an attempt to explore innovative teaching-learning strategies for those who are involved in instructing slow learners in the inclusive class room. These strategies would be based on Jean Piaget’s theory of Cognitivism which is influenced by Constructivism, and Lev Vygotsky’s theory of Social Constructivism.