[SENco-forum] learning styles

From: SEN at tringham.net> To: senco-forum at lists.becta.org.uk> Subject: RE:

I do so agree with you Janice. And don't the children seize the concrete
materials with glee when they have the "permission" of 1:1 teaching?
Mary

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of WrayJanice Wray
Sent: 14 December 2007 03:07
To: sen at tringham.net; Becta Senco
Subject: RE: [SENco-forum] learning styles

do you know, I wish secondary schools (and primary for that matter) kept out
the  'concrete' maths equipment a lot longer - you know, the centicubes, the
multi-link, the base 10 blocks etc - dyslexia schools keep this sort of
thing in the classroom for a long time. 
It's like using the wooden letters, the squidgy plastic letters, plasticine
to make letters etc that we use  - I can only really use these things in my
1:1 lessons with struggling readers in the privacy of my teaching room if I
am to spare these children's embarrassment when they get to secondary schoo.
PityJanice Wray Secondary SENCO, Herts

> From: SEN at tringham.net> To: senco-forum at lists.becta.org.uk> Subject: RE:
[SENco-forum] learning styles> Date: Thu, 13 Dec 2007 11:49:51 +0000> > It
is easy to mix cognitive & learning styles. Whether they are actually>
'learning styles' they are definitely the persons preferred way of
learning.> For example you have heard that those with APD ( or other Speech
and> communication issues) have great difficulty listening to and
understanding> what has been said. As do those with dyslexia whose visual
processing or> understanding of text has been disrupted. These students will
definitely> have a preferred way of learning and it will not be the more
usual classroom> auditory or text based lessons if they are to do it
efficiently.> > It may be better to sort sheep from goats based on VAK than
by SEN so that> the students can learn in the way that best suits them.
Schools are> becoming more multi-sensory but it still helps to know
predominate learning> preferences. Beyond the VAK you have those who want to
work alone or in> groups, with or without peripheral noise or music playing
or those who need> to move or fiddle in order to learn.> > It would be
impossible to accommodate everything all the time, but knowing> why you have
success more easily when learning in a particular way can help> students
work on their weaker areas in a positive way as opposed to> attributing
their failure solely to themselves rather than a serious clash> of 'learning
style'. Nobody minds working hard if there is something to gain> at the end
-but who wants to work hard for nothing?> > 'Learning style' makes it sound
as if there is a choice when for some it is> impossible to get input in &
sticking in any other way without a huge amount> of effort. A quick survey
of teachers and EP's would probably find they are> auditory learner with
good access to text. No wonder it is so hard to> change perceptions or ways
of working. Many teachers do not take me> seriously until they try a few
kinaesthetic based strategies be it for> writing, reading or spelling
etc.,(or other visual or auditory ones) and> find the children can suddenly
understand the information when presented in> a different way. Like smokers,
those converted make the best advocates for> multisensory teaching or
acknowledging that children need different forms of> input whether you call
that 'learning styles' or not.> > I am kinaesthetic. I like visual input,
but cannot visualise. I have good> auditory skills, but I find it hard to
drive if music is playing and I> cannot 'hear' the car. I learn instantly by
seeing & doing, like real life> case studies to make sense of things and
rely on tactile feedback for touch> typing and particularly cooking. There
are no recipes that say 'add milk> until the mixture resists in a certain
way!'> > Sharon Tringham> > PS The local secondary enjoyed spending a day
looking at this area, sorting> the children into VAK, teaching each group
appropriately and getting better> attention & responses. Teachers were
unsure though where to place a child> with severe dyslexia wearing all three
badges!> As a learning experience it was good for staff & students and even
if they> couldn't keep it up all the time it made them all more aware.> >
-----Original Message-----> From: senco-forum-bounces at lists.becta.org.uk>
[mailto:senco-forum-bounces at lists.becta.org.uk]On Behalf Of Philip>
MacMillan> Sent: 13 December 2007 10:32> To: Paul and Philippa Bodien; senco
forum> Subject: Re: [senco-forum] learning styles> > > Before spending your
money on learning style inventories you might want to> look at the work of
thise who have critiqued the idea of 'learning styles'.> There is really
very little in the literature to show that they exist and> have a
significant effect on learning outcomes.> > Philip EP> > > No virus found in
this outgoing message.> Checked by AVG Free Edition.> Version: 7.5.503 /
Virus Database: 269.17.1/1182 - Release Date: 12/12/2007> 11:29> > 
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