The Driller

I have a cousin, David McNamee, who is a dentist in Rocky River, Ohio. I love this guy - he's always cheerful and full of stories. He's a big Notre Dame fan and when he found out I'd gotten a job at Ohio University was instantly full of indignity! NOT Notre Dame? Whaaat? Maybe that's why he forget the novicaine that day...hmm....

Anyway - David has been our family dentist forever! It was my youngest brother, Kyrian who gave David the title of "The Driller." It happened when he spotted a daughter of David's at a high school dance and referred to her as "The Driller's Daughter." Aren't families wonderful?

However, its not only dentists who get to be drillers, but we do as well. When working with our students, drilling is truly one of the most effective tools we have. I'm sure you're ready to click over to another blog or stare out the window instead of reading about drills. But give me just two minutes (check the clock) and go:

Drilling for Gold:

Research tell us that adults with learning disabilities need drills. Of course they also need consistency, a controlled environment and information presented in small chunks. But drills will give the student lots of time to really learn the information. Not just repeat it, not just hope they guess right this time, not just try to make you happy! Some students hate drills, but the learning disabled student loves the opportunity to master a skill. Drills give that student a chance to shine and experience success that comes with constant repetition. Less energy is required when a skill becomes automatic.

Okay - did that take two minutes? No? Oh, well then! Keep reading:

The way to keep your students hooked is be creative with your drills. "Ha!" you think. "Give me just one example of a fun, creative drill." "Ha!" I reply. "Did you think I would come here unarmed?"

1. Language Tool Kits: (Available from our Resource Center; if you don't know how to use it, contact us! We will teach you! totten@ohio.edu)
Drill: names and sounds of vowels and consonants
Activity: After you do a visual drill (review vowels/consonant sounds) make up words with the cards - but make them "non"words. Yeah, just funny nonsense words. The point is you want your student to read phonetically, not from memorization. So lay out the word "m o p" and change the "m" to a "d." Now we have? "d o p" Yeah, dop. Not a real word but your student can read it just the same. You don't even need the Language Tool kit to do this - chalk and a chalkboard will do just fine.

2. Flashcards for Addition, Subtraction, Multiplication, Division (you can color-code them according to operation)
Drill: numbers; number relationships
Activity: write equations on the cards with the answer on the back. Working within your students range of knowledge, ask them to solve the equation. You might also challenge them by showing them the answer and asking for equations that might result in this answer. For example, show them 10 and ask what numbers, when added together, give us 1o? 9+1, 8+2, 7+3, etc. Using color coded flashcards is a great visual signal for the student. You can have them write answers on paper, count out pieces of anything (make sure the pieces are large enough for their adult hands to handle easily). For multi-level classrooms, pair up students who grasp the concept with a partner who needs a little more time.

Okay - I think my two minutes are up. Don't be afraid to use drills to start your students' day or for a brain exercise as you switch from large group work to individual work. Drills aren't meant to be 20-30 minutes long; 5-10 minutes each day will do!

Have a great drill that works with your students? Share your experience with other educators. Contact me, MB Totten, at totten@ohio.edu to have your information published on this blog.