Dyslexia: Finding the elephant in the classroom.
How can teachers be better supported in identifying dyslexia in the classroom? Read on for less obvious clues…
Dyslexia: Finding the elephant in the classroom. Read More »
Dyslexia
Is reading like riding a bike?
I’ve been following the ongoing phonics debate in Australia with interest. Many parents are calling for the introduction of the Phonics Screening Check (PSC) and state Education Ministers are opposing it. Is phonics a panacea? Introduced in 2012, can we categorically say the PSC has been a success? Children are still failing to learn to
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How to conquer divide?
The word ‘divide’ comes from Latin: dividere “to force apart, cleave, distribute,” Division as a concept is fiendishly difficult to teach. Most children can understand ‘sharing’ objects and move on to sharing on ‘plates’ but does this naturally lead to more formalised methods of division? According to Nunes and Bryant (1996), division as
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Where do we go from here? dyslexia
On the 31/1/19 there will be a discussion about dyslexia at the IoE involving some eminent people in the field: ‘Dyslexia diagnosis, scientific understandings and belief in a flat earth.’ This follows a statement last year from Warwickshire and Staffordshire County Council that a dyslexia diagnosis is ‘scientifically questionable’, with other schools now saying that
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Analysing spellings: metacognition
Whilst there are many creative approaches to teaching, spelling has not benefited from this in the past. How has spelling been taught historically in your school? Typically, spelling is not taught at all but delivered as lists, sent home to ‘look, cover, write and check’ and to be tested at the end of the
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Movin on up: transition
It’s the time of year when thoughts turn to transition and if you have an effective transition in your school, you’ve probably been thinking about it for a while. I’m talking here about the move to…BIG SCHOOL. Pupils with dyslexia often find this even more daunting than your average student. How to ease transition
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To my teachers: from an adult dyslexic
Here are some thoughts from @creativeartJan on helping her school age self: Give me the information/learning in advance, so I can plan ahead and be prepared. Provide a list of key vocabulary. Give worksheets and books with clear, large font. Give examples where support for homework can be found and include alternatives
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Handwriting: ‘we write not with the fingers but with the whole person’.
What does the title quote tell us about handwriting and the act of writing? The quote, from Orlando (Virginia Woolf), goes on: ‘The nerve which controls the pen winds itself about every fibre of our being, threads the heart, pierces the liver’. The act of writing is both emotional and physical and is THE
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To IEP or not to IEP. Why is that in question?
IEP stands for Individualised Education Plan. Does your school use IEP’s? Is there a whole school understanding of their purpose and a rigour around setting and achieving targets? How do teachers feel/think about them? That they are a paperwork exercise and take up too much time? Can IEP’s be used as an effective tool in
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Fantastic Contractions and how to find them!
https://twitter.com/thinkpix_suze/status/1048191722268893184?s=21 Arrrrrrgh what’s a contraction??????? Question: how can I give a concrete meaning to this abstract word? Is there a real life application? Kinaesthetic/experiential (aka primary information): ask students to hold up their arm – when outstretched, the muscle is longer (antonym: expansion). Tense the fist and bend the arm, feel the muscle; it is
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