[SENco-forum] Primary Review -

Hi Amanda,

I'm not sure what prompted you to say this but, as I was the one who started
the thread called "Primary Review", I feel I should point out that the
review papers I have read so far are all very much in favour of
metacognition and encouraging even very young children to reflect on their
own thinking and learning.

Just in case I had created any confusion ....

Mary

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Amanda
Sent: 16 February 2008 16:28
To: SEN at tringham.net; Becta Senco
Subject: RE: [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_in
t/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