Helping your students struggle less workshop for braz tesol Goiânia
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These are slides I used to present a worskshop on Specific Learning Differences based on an online course provided by www.futurelearn.com . I highly recommend the course and all credit goes to the creators of the course.
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Helping your students struggle less workshop for braz tesol Goiânia
- 2. SPLD Students fail to learn despite adequate instruction Different degrees of severity Behavioural, cognitive, biological and environmental level
- 5. - essential for efficient, quick, effortless and accurate performance in a number of skills - How to develop it?
- 6. hear na utterance and show recognition non-verbally (e.g. by indicating an appropriate picture or acting out a movement) hear an utterance and respond verbally initiate a spoken exchange recognize a written word or sentence and respond verbally recognize a word or sentence and respond in written form initiate a written exchange/write independently
- 8. Sub-lexical and lexical routes Logographic and alphabetic stage Explicit classroom instruction and automaticity Ortographic stage Reduced level of syllabic awarenesss Manifests itself differently in different languages (transparent ortography)
- 9. Pre-reading/activating schemata/raising interest Providing a glossary Font size Uncluttered page – reading frame Visuals Audio recording Wh- comprehension questions Constructing mental images
- 10. Problems in segmenting words into phonological units Problems with phoneme-grapheme correspondences Problems in word recognition Slow reading speed Difficulties in spelling Smaller range of vocabulary Slow word retrieval Slow speech Articulation problems Problems keeping verbal material in phonological short-term memory
- 11. Difficulties in time management, keeping deadlines and organizing academic work Fine motor skills problems (poor handwriting) Slow in automatization when acquiring new skills
- 12. Early identification and remediation of literacy problems is of key importance for dyslexic learners not only to ensure their academic success but also to avoid the negative emotional experiences of failure
- 13. Repetition, revisiting Mindmaps, diagrams, bullet points, pictures, role plays Setting tasks that the learner is already capable of Study skills (notebooks, colour coding), inner self- correction dialogue Instructions and feedback (honest feedback and constructive advice – 1-2 things to improve) Communication with the learner and parents
- 14. Encouragement – boosting self-esteem Whatever the learner produces doesn’t have to be 100% perfect Layered correction Task differentiation Recording texts Recording reminders, study timetables Don’t give up on them
- 15. http://eida.orhttps://www.futurelearn.com https://www.pinterest.com/Mistyhanson/dyslexia-activities-tea Crombie, M. A. (1995) The Effects of Specific Learning difficulties on the Learning of a Foreign language in School. Dyslexia: An International Journal of Research and Practice Nijakowska, J. (2010). Dyslexia in the Foreign language Classroom, Bristol: Multilingual Matters
- 16. Automaticity is essential for efficient, quick, effortless and accurate performance in a number of skills because our attentional resources are limited. When carrying out complex activities such as reading a text, we cannot pay attention to all the processes involved at the same time. Most human activity involves a combination of automatic and controlled performance. For example, when we read in our first language we automatically decode the words, retrieve the meaning associated with them and process the sentence structure, but in order to interpret the meaning of the text, we need to consciously draw on our background knowledge and remember previously read pieces of information. This later process is an example of conscious controlled processing. Automatic processes are generally fast, can run parallel, and are effortless, capacity-free and unintentional. They are the result of consistent practice and are not prone to interference from processes. On the other hand, controlled processing is often slow and inefficient, is limited by the capacity of the working memory and requires effort.
- 17. How to develop automaticity? e. g. teaching a word: ‘Jablko’ (‘apple’ in Czech) 1. oral exposure/visual aid -saying/repeating it 2. kinestehetic -throw and say 3. pronunciation - elicit how many syllables, clap hands/taps fingers 4. tactile experience -hand out a piece of apple, offer a piece of fruit 5. recognizing the word among other words - a pic of other fruits, count how many (three apples, two bananas, five limes) 6. getting used to written form - display words – which says jablko? 7. practice of the written form - match words and pics 8. first production of the written word -unscramble letters to write jablko 9. practise writing - invite students to write the word ( provide slips of paper) There are several theories of automaticity development – rule-based approaches view the transformation of factual knowledge into production rules, which is called procedural knowledge e.g. ‘sh’ – a child hears examples that the sound /ʃ / is written as ‘sh’ – and stores the information as declarative knowledge. With practice, this will be transformed into a production rule and eventually become procedural knowledge and then automatic skill.
- 18. Therefore, students need frequent practice and revision – the best is through playful activities. Repetition, revisiting Presenting language in context Drills Oral practice should always come first to avoid students’ attention being divided between the grammatical structure to be practiced and reading and writing Mindmaps, diagrams, bullet points, pictures, role plays Setting tasks that the learner is already capable of Study skills (notebooks, colour coding), inner self-correction dialogue Simple instructions broken into steps/demonstration/modelling Feedback (honest feedback and constructive advice) Communication with the learner and parents Practice at home – 10-15 minutes a day Some useful sites: http://www.bbc.co.uk/skillswise/topic/memory-aids http://resources.woodlands-junior.kent.sch.uk/interactive/literacy.html#7 http://www.cambridgeenglishonline.com/Phonetics_Focus/ http://www.spellingcity.com/ (type the words YOUR student needs) http://eduapps.org/ http://bubbl.us http://www.englishcentral.com/videos https://www.facebook.com/Dyslexia-Association-of-Ireland-92772324361/timeline/ http://eida.org/
Hinweis der Redaktion
- There is a number of specific learning difficulties – in the past, disorders. The most common are dyslexia, ADHD and the Asperger syndrome. According to research, as many as one in four learners have some symptoms of dyslexia such as slow or inaccurate reading, poor spelling, poor writing or mixing up similar words. Not all of these qualify for special education but will struggle at one time or another. Dyslexia occurs in people of all backgrounds and intellectual levels. People with dyslexia can be very bright, they are often gifted in areas such as art, computer science, math, music etc. There are no proven causes of dyslexia but we do know that it is a specific learning difference/disbaility of neurological origin. On a cognitive level, the difficulties result from a deficit in the phonological component of language that is often unexpected in relation to other coitude towarsd gnitive abilities. The learners have limited capacity of working memory. negative attitude towards learning because lack of success
- Long-term memory is a store of knowledge, skills and habits a person acquires during his or her lifetime and cosists of two main components:declarative and procedural memory. Declarative memory stores information about facts and events while procedural memory is the storage place for motor and cognitive skills and habits.. Declarative memory is further divided into two components – semantic memory contains concepts as well as meaning related memory traces, such as the concept that a dog is a furry, four-legged animal. Episodic memeory is the store of temporarily organized events or episodes experienced – such as being bitten by that four-legged furry creature.
- Working memory is the gateway to long-term memory through which information passes before being encoded in log-term memory. What matters most to us as language teachers is the fact that working memory is limited in capacity and usually maintains information actively for one or two seconds. The working memory model compprises of a multi-component memory system cosisting of the CENTRAL EXECUTIVE, which coordinates the sub-systems – the phonological loop (phonological short-term memory) and the visuo-spatial scetchpad. The central executive has several functions, including attentional control, directing the flow of information and planning.
- Automaticity is essential for efficient, quick, effortless and accurate performance in a number of skills because our attentional resources are limited, and when carrying out complex activities such as reading a text, we cannot pay attention to all the processes involved at the same time. Most human activity involves a combination of automatic na controlled performance. For exmple, when we read in our first language we automatically decode the words, retrieve the meaning associated with them and process the sentence structure, but in order to interpret the meaning of the text, we need to consciously draw on our background knowledge and remember previously read pieces of information. This later process is an example of conscioius controlled processing. Automatic processes are generally fast, can run parallel, are effortless, capacity-free and unintentional. They are the result of consistent practice and are not prone to interference from processes. On the other hand, controlled processing is often slow and innefficient, is limited by the capacity of the working memory and requires effort. Jablko - saying/repeating it throw and say elicit how many syllables, clap hands hand out a piece of apple, offer to eat a pic of other fruits, count how many (3 apples, two bananas, five limes) display words – which says jablko match words and pics unscramble letters to write jablko invite students to write the word ( provide slips of paper) There are several theories of automaticity development – rule-based approaches view the transformation of factual knowledge into production rules, which is call procedural knowledge e.g. ‘sh’ – a child hears exapmles that the sound /s/ is written as ‘sh’ – and stores the information as declarative knowledge. With practice, this will be transformed into a production rule and eventually become procedural knowledge and then automatic skill. Therefore, students need frequent practice and revision – the best is through playful activities http://www.bbc.co.uk/skillswise/topic/memory-aids http://resources.woodlands-junior.kent.sch.uk/interactive/literacy.html#7 http://www.cambridgeenglishonline.com/Phonetics_Focus/ http://www.spellingcity.com/ (type the words YOUR student needs)
- Extended planning time Model the task Rehearse the task
- One of the most well-know symptoms of dyslexia is reading difficulty. The prevailing views about dyslexia suggest that phonological processing problems are at the core of reading difficulties that dyslexic students experience. That’a because there are two ways a wriiten word can be recognized – the sub-lexical and the lexical route (sounds/letters into words and then whole words) Logographic stage Alphabetic stage Children need to achieve a high level of automaticity at the alphabetic stage to be able to proceed to the next stage. They need explicit classroom instruction with ample practice. Phonological encoding processes might be called on in reading unknown or unfamiliar words, whereas memory-based processes are at work in the case of highly familiar words. This dual processing route explains why dyslexic people may easily recognize familiar words, and why their reading difficulties manifest themselves when faced with unfamiliar words. http://eduapps.org/
- Light, temperature, volume, furniture (sloping surface, supporting wrist and arm, checking the pen grip and hand position, personal space), equipment – e.g cuisenaire rods, fiddle peg, font size, coloured paper, reducing glare, technology mediated learning (posting stuff online, slides, flashcards, internet – quizlet, https://bubbl.us/ - mobile version. The choice of materials may not be up to the teacher, but adapting it is. Dyslexics are prone to sensory overload – ‘magazine-style’ coursebooks are not ideal – teacher may de-clutter the page, use a sheet of paper as a text window (two L-shaped pieces) -