[senco-forum] RE: learning styles

From: mary.kelly4 at ntlworld.com

Or you can have:

Dead In A Rolls Royce Having Over Eaten Again!

Mary

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From: WrayJanice Wray [mailto:jwwray14 at hotmail.com] 
Sent: 14 December 2007 17:17
To: Mary Kelly; 'Paul and Philippa Bodien'; senco-forum at lists.becta.org.uk
Subject: learning styles

and I just taught my pupils in Year 7 - and I'm waiting for the complaints
from parents - how to spell diarrhoea
it goes like this
'You can all spell 'dia' then it's run run hurry or exploding arse' - told
to me by an English teacher some years back
Makes the point about mnemonics though and the sillier the better
and they can all spell diarrhoea now - might be useful at some point ?
JAnice x

Janice Wray Secondary SENCO, Herts

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> From: mary.kelly4 at ntlworld.com
> To: bodien at gmail.com; senco-forum at lists.becta.org.uk
> Subject: RE: [SENco-forum] learning styles
> Date: Fri, 14 Dec 2007 17:02:03 +0000
> CC: 
> 
> It's not particularly relevant but one of my dyslexic pupils just how to
> remember 8x8=64 for ever and ever:
> "I ATE and I ATE till I was SICK on the FLOOR"
> Marvellous!
> Mary
> 
> -----Original Message-----
> From: senco-forum-bounces at lists.becta.org.uk
> [mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Paul and
> Philippa Bodien
> Sent: 14 December 2007 13:10
> To: senco-forum at lists.becta.org.uk
> Subject: Re: [SENco-forum] learning styles
> 
> I once enquired of Steve Chinn at what point he would remove concrete
> materials from the classroom and he replied that he would not.
> 
> 1:1, if it is a positive experience (I was told of a tutor who hit their
> pupil over the head with a mobile phone if answers were incorrect - this
in
> the parents' house in Dubai with the parent watching!), usually has a
> placebo type of effect just from the attention factor.
> 
> But in my experience concrete materials are invaluable. Children learn
> through play - concrete materials is just a step in the play direction
isn't
> it? Learning is more natural somehow.
> 
> Examples of learning from concrete materials:
> 
> "3 and 3 and 3 make 9."
> 
> "Yes they do - how do you know?"
> 
> "The train had 9 pieces and I had to take three trips with the ferry as
the
> ferry only took 3 at a time." (the kid was 3 years old).
> 
> 
> A 7 yr old who could not add... was not using 1 to 1 correspondence when
> counting despite 2 years of "teaching". I convinced the child I LOVED
> chunky wooden bead necklaces and spent the next few weeks requesting
> differently patterned necklaces. I gave her sequences in drawings - 2
reds,
> 2 blues etc and varied it ad hoc. the resulting necklaces were worn with
> pride by me for the rest of the day in class. After a few eeks of this she
> was able to use 1 to 1 correspondence and number work proceeded.
> 
> 
> "Here's a semi-circle... and here's another one... and when I put them
> together they make a circle, don't they?" with the child who had just
> discovered this holding up the appropriate bricks.
> 
> 
> Philippa
> 
> On Dec 14, 2007 4:27 PM, <SEN at tringham.net> wrote:
> 
> > You asked what makes the difference - 1:1 or the use of visual/kin
> > materials.
> >
> > I think it is the flexibility of the teacher knowing there is more than
> > one
> > way to present information -whether visual/oral/kinaesthetic or even
just
> > re-phrasing when language understanding is a barrier i.e.
> > bigger/larger/more
> > than/ add on. Flexibility is sadly most often, but not always, found
with
> > the 1:1 or specialist teacher.
> >
> > One child was struggling with the usual rote learning of times tables so
> > beloved of schools, but sheer torture for those for whom this learning
> > does
> > not come easily.
> >
> > With an IQ of 132 he had only managed 0-3 by rote, then doubled 2&3
times
> > to
> > make 4 & 6 times table facts. He was OK on 5/10 as he had learned this
> > with
> > a visual strategy when he was younger.
> >
> > Age 11 he was stuck on how to deal with 7/8/9 and so I taught him finger
> > strategies and that left us with the 12 times table.
> >
> > First I showed him that they went up in order 1234 on one side and then
> > 2468 on the other. Not enough.
> >
> > OK 1x 12 starts with 1_ and 2x12 starts with 2_ and the second figure is
> > double the first (he is ok with doubling) 12 24 36 48
> >
> > Now we were up to 5 x 12 = 60 (reverse fact of 12x5)
> >
> > 6 x 12 is 60 + 12 (2 x 6 ) = 72
> > 7 x 12 is 70 + 14 ( 2x 7)
> > 8 x 12 is 80 + 16 (2 x 8)
> > 9 x 12 is 90 + 18 (2x 9)
> >
> > He knows 10/11 & just learned 12 by heart.
> >
> > There is nothing wrong with his ability to calculate. He just can't
learn
> > by
> > reciting and cannot pluck a bald fact out of the air. If you ask him 6 x
7
> > you might a well be saying flugr ic bluble In these instances 10 x 5
> > is
> > no easier than 6x7.
> >
> > He cannot hear the name 'six' and turn it into a number and even if he
> > could
> > it has no 'feel' to it and he had no way of adding 7+7+7+7+7+7+7 in time
> > allowed. He could not even do 5x7 + 1x7 as his 5x table was not secure
or
> > fast enough. So during mental math in Year 6 he was often reduced to
> > tears
> > in class. Not a good thing for an 11 year old.
> >
> > 4 years of trauma not being able to learn what everyone else was doing
> > easily and with the stress further blocking his ability he now had it
> > cracked in 10 minutes of 1:1. Knowledge was maintained to the next
session
> > and transferred to his work. He got '5' for his SATS.
> >
> > It didn't need a dyslexia tutor - just someone willing to be flexible
> > enough
> > to find and use whatever was needed. Or maybe just taught by someone
else
> > who doesn't 'do' math!
> > Sharon
> >
> > PS the rods etc., are wonderful but they do not travel with you like
> > fingers
> > do.
> >
> > -
> >
> > No virus found in this outgoing message.
> > Checked by AVG Free Edition.
> > Version: 7.5.503 / Virus Database: 269.17.1/1183 - Release Date:
> > 13/12/2007
> > 09:15
> >
> >
> >
> 
> 

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