The first activity involved the staff discussing their weekend and then writing about it for 1 minute. After the minute, there was a word count. the next part of the activity was to discuss favourite take away and why you liked it for 30 seconds. Another minute to write, but this time to write using the less dominant hand. This was a quick activity to show us the problems that children in our class have processing writing in an every day situation.
We were asked to share our feelings -
- frustrated
- too slow
- too hard
- messy
- poor quality
- distracting
- putdowns
This activity was to help us to walk in the shoes of the individuals in our school. I realise that I need to cater for my dyslexia in my class more.
What does mean for my class?
I need to enable my children with dyslexia by:
- Getting a 10 minute unassisted writing sample and then type this to have a screening as part of their file.
- Use memorized words of singing - from Production as a regular part of the week.
- Use clapping games to build memory
- Use funny rhymes to help the build spelling memory
- Use colour to help these children recognise words and ideas
- Repeat ideas
- Be patient
- Seat the child fairly near the teacher base so that I am available to help if necessary, or they can be supported by a well-motivated and sympathetic classmate.
Dyscalculic children are already spending a lot of mental energy trying to understand the maths, the last thing they need is to have to memorise the instructions at the same time.
I need to enable my children with dyscalculia by:
- Giving children own set of work to complete, which is at their level.
- Allowing extra time - even with problems they can do, dyscalculic children are much slower.
- Using written rather than verbal instructions and questions.
- Focus on understanding (especially of quantity)
- Use concrete materials to help link mathematical symbols to quantity
- Start at a level which the child is comfortable at, so that they experience some success, and slowly move to more difficult areas
- Provide a lot of practice for new skills/concepts
- Reduce the need for memorisation, especially initially
- Ask a lot of questions to get the child engaged and thinking about their own thinking
- Make learning as active and fun as possible - a positive experience
