10 Practical ideas 2
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This document provides several strategies to support neurodiverse learners and improve learning for all students. It recommends reducing "catastrophic loss" in working memory through whole-class strategies. Specific strategies include using check sheets, listening frames, modeling, keyword displays, mind maps, and a "Wonder Wall" for student questions. The document emphasizes linking new knowledge to prior knowledge and students' interests. It also stresses the importance of multisensory learning techniques, building "stickability" or retention through visuals, activities, examples from students' lives, and incorporating left and right brain approaches. The overall goal is to make each lesson into a clear "learning journey" that helps students see connections and progress in their understanding.
10 Practical ideas 2
- 1. 10 Practical ideas and why David Crabtree 1
- 4. ONE CRITICAL INTERVENTION Reduce ’catastrophic’ loss Assess for working memory Put into place whole class strategies to support working memory Would help neurodiverse learners Would benefit all learners 4
- 5. The laminated blue thumb (Working memory) On task 5
- 6. The laminated blue thumb I am not too sure 6
- 7. Provide students with check sheets for tasks. This gives them something they can refer back to as they progress. It is a means for them to keep track of where they are at and to know what they still have to do. A particularly good use of check sheets is when students are doing written work. In this case, the check sheet will help students to keep track of what they have done and where they are going, but it will also act as a tacit guide demonstrating how they should structure their work. Check Sheets
- 8. Create a listening frame for students who struggle to make notes. This could be a worksheet with a set of sections on it, each one headed by a question, statement or category. The student can then use this to make notes. The sections will help them to order the information they receive. This will eliminate a thinking process for them, thus allowing them to concentrate exclusively on listening and writing. In essence, a listening frame does a bit of the work for the student, making life easier for them. Listening Frame (Scaffolding)
- 9. Modelling is where the teacher demonstrates to the class, or to individual students, what it is they want them to do. Modelling could be physical. For example, you might walk through the steps involved in an envoys task. Modelling could be written. For example, you might show students how you want them to create a table and what sort of things they are to write in it. Modelling could be oral. For example, you might have a model discussion with a pupil and then ask the class to get into pairs and have their own discussions. Modelling
- 10. A good way to help students get to grips with keywords is to display them in your room. Here are five ways you might do this: • A list of keywords and definitions. • Keywords accompanied by relevant images. • Sentences in which the key words are being used. • Key words in a table with synonyms and antonyms. • Get your class to make collages or posters of keywords and display these. Keyword Display
- 11. Supporting Writing – a 5 stage model
- 12. Supporting Writing – Generating ideas
- 13. Supporting Writing – Sorting ideas
- 14. Supporting Writing – organise ideas
- 15. Supporting Writing – sequence
- 16. Supporting Writing – rehearse
- 17. Supporting Writing – begin writing
- 18. Talk less 18
- 19. Long term memory
- 20. T.G. West In the Mind’s Eye: ‘When people are known for their gifts, their difficulties remain unknown’ ‘When people are known for their difficulties, their gifts remain unknown’
- 21. Strengths of neurodiverse learners • Creativity • Thinking laterally and making unexpected connections • Problem-solving skills • Seeing the ‘big picture’ • Good visual skills, thinking easily in 3-D • Good verbal skills • Good social skills
- 22. Linking to what is already ‘known’ - Long term memory •Metaphor •Simile •Realia •Child's own interest •Prior known knowledge •What they think it is (Conversation with a peer) (A story, ‘hook’ or joke) 22
- 23. Left brain hemisphere • Language • Facts • Analysis • Time orientation • Sequencing • Structure • Mathematics • Listening Right brain hemisphere • Pictures • Feelings • Humour • Artistic • Musical • 3-D visual/spatial • Patterns • ‘Whole picture’
- 24. Big Picture Often in school knowledge can become compartmentalised and lose its connection(s) to the real world. Challenge students to re-forge these connections by transferring knowledge out of the classroom and into society and the environment. Ask them to analyse how what they are learning might link to jobs, ideas, actions, beliefs or relationships. Or, where it might have come from originally and why it might now be deemed important for schoolchildren to know. Contents Page
- 25. Mind Maps Many people use mind maps to plan essays. A mind map has a central topic, out of which stem key ideas. From these key ideas, further branches develop, containing sub-points. Mind maps help one to order information visually. They are also useful for ticking off information as it has been dealt with. In this way they act as an aide memoire, as well as an organisational tool. Information on mind mapping can be found at: http://freemind.sourceforge.net/wiki/index.php/Main_Page http://www.mindtools.com/pages/article/newISS_01.htm http://www.thinkbuzan.com/uk/
- 26. Route Map 4.Ideas What is expected of me within this lesson? 1. Write down the starter, title and the date 2. Write down the learning objective and understand the learning objective 3. Draw a mind map 5. Complete the task to the best of my ability 6. What was the stickability in this lesson ( what have I learnt?)
- 27. • Create a space on your classroom wall called the ‘Wonder Wall’. You might like to make this look like a wall by chalking bricks onto black paper. • When students think of questions and there is not enough time to explore these, ask them to write them down on a Post-It® note and to stick this on the Wonder Wall. • When students have finished the tasks you have set in a lesson, ask them to fetch a question from the ‘Wonder Wall’ and to explore it either with a partner or in writing. Wonder Wall
- 28. Stickability Metaphor Analogy Humour Pictures Colour Kinaesthetic activity Own experiences Matching activities Games Music Mnemonics Patterns Giving the big picture Mind maps Drama Modelling Acting out Realia Kinaesthetic Hands on activity Creating Experiencing Exploring Movement Acting out Handling objects Colours to identify key points Breaks Typing text Visual Pictures Diagrams Charts Maps Illustrations DVDs Photographs Mind maps Colour Teacher’s body language Auditory Verbal explanations Participating in classroom discussions Learning from other learners Creating analogies or stories Music Memories Rhymes USE OF MULTI SENSORY PROCESSING Relevant disposal and lack of clutter
- 29. 1. Learning Route Map Puts learning into context. Allows learners to see direction, relevance, progress and revise. They can look back as well as look forwards to see how things fit together. 2. Each lesson as a Learning Journey It has a beginning and end with a step-by-step focus on pupil learning, planned interventions and the provision of targeted differentiation. 3. Identify the main elements for Stickability ? Build in Stickability 4. Create light bulb moments which make use of pupils own self-realisation 6. Assess for learning at the end of every step 5. Teach only one thing at a time 7. Build in Multisensory Processing and Stickability Strategies