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Differentiation

Differentiation. John Keenan john.keenan@newman.ac.uk. Andrew to teacher: ‘you’re a stupid old woman who never went to school anyway’ Brenda sees a picture of a butterfly – there is a bee and a peanut butter. We are all disabled. Labeling Theory. Self-fulfilling prophecy

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Differentiation

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  1. Differentiation John Keenan john.keenan@newman.ac.uk

  2. Andrew to teacher: ‘you’re a stupid old woman who never went to school anyway’ Brenda sees a picture of a butterfly – there is a bee and a peanut butter

  3. We are all disabled

  4. Labeling Theory • Self-fulfilling prophecy • Rosenthal and Jacobson (1968) • Pupils with learning difficulties (Good and Brophy, 1984) Teacher smile at them less often; they call their names to answer a question less often; they demand less work from them

  5. Bipolar ADHD Autism Dyslexia Sensory Dyspraxia

  6. Differently Abled

  7. Teachers’ Standards • 'Adapt teaching to respond to the strengths and needs of all pupils' . They must 'have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them'.(Standard 5).https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00066-2011

  8. Experiences

  9. 20% - learning difficulties physical, sensory, emotional, behavioural Cited in Doyle, 1996: 72

  10. Dys Lexicos

  11. History of dyslexia Kussmaul 1877 – word blindness Berlin 1877 – dyslexia Hinshelwood 1895 – congenital Norrie 1938 - organisation for dyslexic people Miles and Miles 1990 Dyslexia: A Hundred Years On

  12. ‘It is illogical for a person to say, ‘My child cannot read because he is dyslexic’...It tells us no more than saying a person is bleeding badly because he has a haemorrhage or that someone has a high temperature because they are feverish.’ Doyle, 1996: 69 Pumfrey and Reason (1998) 11 definitions Rice and Brooks (2004) 40 definitions Cited in Mortimore, 2008: 50

  13. ‘It seems to be a natural human phenomenon to want to classify events and concepts and then apply labels to them....the use of the label ‘dyslexia’ should present no problems just as long as it is understood that it may describe a variety of behaviours...it remains a challenge to educate the public regarding the concept of dyslexia’ Lawrence, 2009: 139-140

  14. Alexia Auditory dyslexia Deep dyslexia vs Surface dyslexia (rules) Dysphonetic dyslexia Graphemic processor dyslexia Hyperlexia (speaking) Morphemic dyslexia Semantic processor dyslexia Strephosymbolia (mirror) Visual processor dyslexia Doyle, 1996: 70-71

  15. Phonemes Grigorenko (1977) Chromosomes 6 and 15 linked to a weakness in phonological awareness Lateralization McLoughlin et al (2002) memory in the right and left frontal lobe, right more than left (Galaburda, 1989) but less dominance so ‘confused laterality’ Magnocellular Stein and Walsh (1997) speed of movement between cells

  16. ‘Dyslexia is a specific learning difficulty of neurological and biological origin that is most often characterized by a significant discrepancy between measures of working memory and reasoning ability together with a weakness in the speed of processing information that may be manifested through weaknesses in a variety of educational attainments, particularly literary skills, as well as everyday tasks’ Lawrence, 2009: 38-39

  17. ReserchAsisstent KloZing Dait: oh3-tooØØ11SallarRee: BannEdd Fiyv, AytEen, 7Øniyn pownz - - TweNteeWun,68Wun pownz pURr anNem (prOw raRtur fourpart tiym ars) Deppartmunt: WourSSter Bizness Skool - SenTEr foRe PeEpl @ Werk (SeaPeA@Dubbleyou) ARS: FlecKsabl beTweAnØ.6 FTE andfOoltIym (thertee7 ars purrweak) - buyneggociaceanStart Dayt: AzsooNazpoSsable Dyouracean: Apoyntmant to0thurteefurst Jooliy2ØØ9inisherlee Ressponssabl tWo: Dirrekterof SeePee@Doubleyoue Ressponsabl fOUr: EnN/ay Inturvuedayt: NiynteanthMrcahTWOØØ11

  18. Opposing hand up and say the third word of the question backwards • What does it pay for 21+? • How many hours per week? • What’s the closing date for applications? • When are they interviewing?

  19. ReserchAsisstent KloZing Dait: oh3-tooØØ11SallarRee: BannEdd Fiyv, AytEen, 7Øniyn pownz - - TweNteeWun,68Wun pownz pURr anNem (prOw raRtur fourpart tiym ars) Deppartmunt: WourSSter Bizness Skool - SenTEr foRe PeEpl @ Werk (SeaPeA@Dubbleyou) ARS: FlecKsabl beTweAnØ.6 FTE andfOoltIym (thertee7 ars purrweak) - buyneggociaceanStart Dayt: AzsooNazpoSsable Dyouracean: Apoyntmant to0thurteefurst Jooliy2ØØ9inisherlee Ressponssabl tWo: Dirrekterof SeePee@Doubleyoue Ressponsabl fOUr: EnN/ay Inturvuedayt: NiynteanthsMrachTWOØØ11

  20. Leftrightleftrightleftright… • Port is left starboard is right • Port has a green light, starboard has a red light • Dexter is right, sinister is left

  21. Support strategies • Write down main points • Use pictures, flow-charts, mind-maps • Colour all crucial information on the walls • Practical/kinaesthetic work • Interact one-to-one • Signpost topics and key points • Allow students time to absorb information. • Use recorders • Always give out homework instructions ready printed • VAK • ‘primacy and recency’ rule • Use a font without serifs; Arial or Comic Sans. • Print some copies on blue and cream paper. Your score out of 13?

  22. What does it mean for your lessons?

  23. How do I recognise a dyslexic pupil? *They ask the right questions, lively and interested, but any written work is relatively poor and/or poor handwriting. *They arrive late, hand in work late *They mix up instructions

  24. Typical issues Reading – 86% Spelling – bizarrre Left-right – 67% B and d – 65% Sentence memory Rhyme Miles (1983) cited in Doyle, 1996: 91-97 223 pupils

  25. Teacher Response 1 Multiple Intelligence Gardner, dyslexic people have a different way of learning Intelligences: kill smn

  26. Teacher Response 2 Mindmaps

  27. In groups, differentiate lesson for dyslexic pupils

  28. Teacher solutions http://www.dys-add.com/DV3Handout.pdf

  29. Bibliography Bennett, D. 2006 Dyslexia Pocketbook Teachers’ pocketbooks Buzan,T. 1997 The Mind Map Book London : BBC Saunders & White 2002 How Dyslexics Learn Evesham: patoss Eckersley, J. 2004 Coping with Dyspraxia Sheldon Press Biggs, V. 2005 Caged in Chaos Jessica Kingsley Pubs. Mortimore T 2008 Dyslexia and Learning Styles Chichester: John Wiley and Sons Hunter-Carsch M and Herrington M 2001 Dyslexia and Effective Learning London: Whurr Pumfrey P and Reason R 1991 Specific Learning Difficulties London: Routledge Doyle J 1996 Dyslexia: an Introductory Guide London: Whurr Publishers Massey J 2008 Meeting the Needs of Students with Dyslexia London: Network Continuum Edwards J 1994 The Scars of Dyslexia London: Cassell Stirling EG 1987 Help for the Dyslexic Adolescent Chippenham: St David’s College Turner E and Pughe J 2003 Dyslexia and English London: David Fulton Publishers British Dyslexia Association www.bda-dyslexia.org.uk Dyslexia Institute www.dyslexia-inst.org.uk

  30. Strengths and weaknesses • Memory; short v long • Auditory skills; listening and hearing • Visual skills; looking and seeing • Sequencing skills; ordering and organising • Kinaesthetic skills; handling and doing • Logical skills; arguing and reasoning • Emotional skills; interaction and empathy • Energy levels • Identifying signs and symptoms Different balance in every student; no single ‘classic dyslexic picture’

  31. Strengths Long term memory Episodic (memory of own life experience) Weakness Short term working memory needs lots of reinforcement Memory The Cat and Hammer

  32. Strengths Music Rhythm Spoken word now this minute Weaknesses Speech sounds Reading, especially reading aloud Spelling Memory of spoken word Sensitivity to background noise Auditory stuff in this pacific minnellium

  33. Strengths Colour Pics, diagrams, graphs The persistent image Weaknesses Black text on white (Meares/Irlen syndrome) Reading Spelling Arithmetic Visual stuff; glare, swirl, and frogmen’s bodies

  34. Strengths Practical hands-on skills 3-D understanding Good ‘right brains’ Lateral thinkers Random ideas Brainstorming Weaknesses 2-D linear stuff (like text) Directional problems Left/right confusions Pen control; hand writing struggles Kinaesthetic intelligence; taking a grip

  35. Strengths Rational, critical Good grasp of immediate problem Overall holistic picture Weaknesses Non-sequential? Can’t explain (articulate, verbalise) own thinking process Planning sequence of written work Logical thinking

  36. Strengths Empathetic Sensitive to feelings, moods Interpersonal intelligence; interaction in groups Weaknesses Oversensitive? Can be easily stressed Concentration lapses Emotional intelligence

  37. Strengths Very high if confident and unstressed Capable of long bursts concentration if engaged Weaknesses Low if stressed Will tire quickly at text-based tasks Energy levels

  38. English as an Additional Language

  39. National 13.5%Birmingham 35%Wolverhampton 18%DfE 2011

  40. Rationale: The national picture Source: NALDEC website 2012 http://www.naldic.org.uk/research-and-information/eal-statistics

  41. The student experience • this video (2.27)

  42. Three main tasks learn English -vocabulary, grammar and pronunciation content of the curriculum learning skills – questioning, analysing, hypothesising (National Strategies 2006)

  43. The receptive phase (silent phase) observes in order to apply rules of social • simple routine • visually aided

  44. Basic Interpersonal Communication Skills

  45. A Whole School Approach • a willingness to learn about the cultures and background realities of the children and their families. • Include these in the lessons • recruit staff who come from the same ethnic, linguistic and cultural background as the children in school. • partnerships with parents, carers and communities.

  46. Effective strategies • Initial support • using gestures to illustrate actions and activities (pointing, miming) • using visual cues to support the development of oral interactions (photographs, posters, pictures) • displaying printed phrases that are commonly used by teachers and children (flashcards) • writing and sounding out words and phrases the child can use to look for clarification (for example; ‘Can you explain that again please?’.) • simplifying texts that contain complex sentences and ideas

  47. Build on L1 • providing opportunities for children to create their own monolingual or bilingual dictionaries and books and enabling the child to use dictionary skills where appropriate

  48. In groups, differentiate lesson for EAL

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