[SENco-forum] Primary Review -

Hello Sharon and everyone
  Whatever the Primary Review says, talking about how they learn with pupils helps them to think about how they learn and, therefore, to begin to work on learning more efficiently and effectively.  Engaging with the metalanguage to discuss learning helps most people to learn more effectively.  The slogan Sharon used below ('Work smarter not harder') is what I am currently using in my Year 11 Revision Club.  We have used the VARK website http://www.vark-learn.com/english/index.asp and a Multiple Intelligences website http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm to discuss how to revise best with them.
  Now, I'm never sure if learning and revising are the same thing.  I know that Ruth gave me a lot of help in working on revision techniques with pupils and she advocates starting to revise as soon as you have learned something.
  Amanda
  Secondary SENCO
  Cornwall

SEN at tringham.net wrote:
  Before we all rush to throw VAK out of the window I have found via
'formative assessment' a huge disparity between auditory short term memory,
and the visual, tactile and kinaesthetic equivalents of children with SEN
ranging from 1-5 items for one child. This very definitely affects the way
this child would learn. It may not be his 'preferred' learning style, but it
does indicate how things need to be changed in order for him to learn.

I do not know if this disparity is the same for non-SEN children as I rarely
get my hands on any!

Hurray for the other bits on the list though -SpLD teachers always assess,
monitor and work this way and I cannot see why others do not, except that
perhaps they do not realise that it is easier all round on teacher and
pupil. Work smarter, not harder is what I tell my groups of children with
SpLD.

Sharon

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11:54

Amanda
Secondary SENCO
Cornwall