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Webinar  Maths and SLCN Jean Gross CBE  --------------------------------------------------

Join Jean Gross CBE in this webinar as she explores the difficulties that children with Speech, Language and Communication Needs (SLCN) face in maths and discusses practical strategies to support them. Download the webinar slides and additional strategies from http://bit.ly/Jeanwebinar2.

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Webinar  Maths and SLCN Jean Gross CBE  --------------------------------------------------

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  1. Webinar  Maths and SLCN Jean Gross CBE  -------------------------------------------------- The webinar slides, plus additional strategies, can be downloaded and printed from: http://bit.ly/Jeanwebinar2 Do your colleagues need to use the Hub? Your subscription includes 6 log-ins. Make sure you’re using them all. For help call the Hub Line and speak to our friendly team! 0845 0738805

  2. A quick poll • What proportion of the children on your school’s SEN register have SLCN? • How confident are you about your school’s provision for these children? Are you using all of your log-ins? Maximise your subscription by allocating all 20.

  3. Aims • Explore the difficulties that maths can pose for children with SLCN • Discuss practical strategies to support these children.

  4. Speech, language and communication difficulties • Listening and attention • Understanding language (receptive language difficulties) • Speech sounds and talk (speech difficulty, expressive language difficulty) • Social communication (semantic-pragmatic disorder, autistic spectrum disorder).

  5. ‘Hidden’ SLCN • Maths and literacy difficulties are often caused by unrecognised SLCN.

  6. Children with SLCN may have difficulty: • responding quickly, explaining their thinking • using and understanding maths vocabulary.

  7. My Dad’s been in one of those...

  8. Guess the mathematical vocabulary...

  9. Children with SLCN may have difficulty: • understanding spoken language, especially if the speech is fast and the language is complex - few/fewer/fewest, ‘a number that is not a multiple of ten’ • discriminating sounds -‘teen’ and ‘-ty’.

  10. Children with SLCN may have difficulty: • remembering spoken information, especially where order is important, eg a list of instructions, a set of numbers • coping with complex demands, for example writing while following spoken instructions, or counting while remembering a number • holding numbers in their head while doing calculations, rapid recall.

  11. ...and sometimes may: • have difficulty using language in a social context, for example problems with listening, turntaking, and sharing conversations • take things literally – ‘two hundred and sixty’ becomes 20060.

  12. Strategies: Responding quickly • Ten second rule • Tell them the question and that you’ll come back to them later • Talk to a partner.

  13. Talk partners • Of these three numbers, which is the odd one out and why? • Think of an answer then explain to your partner how you worked it out.

  14. Strategies: Explaining their thinking • Scaffold with talk frames

  15. Talk frames: Comparison Year 1 Year 6 In some ways……… and….. are alike. For instance they both…………………… Another feature they have in common is that……………………… However they also differ in that…. For example…………….. whereas……………. The similarities/differences seem more important than the similarities/differences because……. • They are the same because………………… • They are different because………………… is………… and………… is……………

  16. Talk frames: Explanation Year 1 Y5 I think the question means………. so the answer would be……………. I know that………… therefore I would try out……………………… The reason………………… is that………………… …………. is due to………………… So far I have discovered/worked out that………………………………… • I know………… because………………….. • ………………. is in between/after/before because ………………….. • The answer is……… because……….

  17. Three waves of support for maths

  18. Wave 1: Role play • Year 6 football manager’s office... fixtures, transfer fees, probabilities • Travel agent, farm shop...

  19. Wave 1: Teacher and TA language • Model language by describing what children are doing as you work alongside them • If child says something in the wrong way, model it back in correct form • Ask open rather than closed questions.

  20. ‘You made the car go straight ahead then turn left’

  21. My shape’s got three point bits. Yes, it’s got three corners.

  22. What do you think…? How do you know…? Why do you think that…? Do you have a reason…? How can you be sure…? Is this always so…? Is there another way…? What if…/What if… does not…? Where is there another example of this…? What do you think happens next…? Opening-up questions

  23. Wave 2: Have a look at Talking Maths Small group programme for Y1-7 Education Works – Mathematics: http://bit.ly/TlB2vr

  24. Wave 3: Have a look at Every Child Counts One-to-one and small group tuition for all ages, with a major focus on developing language:www.edgehill.ac.uk/ecc

  25. For more ideas • Time to Talk, Jean Gross, nasen/Routledge • Guidance to Support Pupils with Speech and Language Difficulties National Numeracy Strategy http://dera.ioe.ac.uk/4876/

  26. Questions & Answers -------------------------------------------------- Download the additional strategies at http://bit.ly/Jeanwebinar2 Conference: The New SEND Framework: Legal Obligations & Practical Solutions11November, central London Effective implementation of the new SEND Code of Practice in Schools – definitive legal guidance and up-to-date best practice Save up to £50 if you book before 26 September http://bit.ly/SEND14

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