This course is for teachers to learn why some children have so much difficulty with reading and writing, often called 'dyslexia', and to learn more about best practice in teaching literacy to all in light of recent scientific discoveries. Participation in or completion of this online course will not confer academic credit for University of London programmes
4.5 Subject-specific – Science, History and Math(s)
Loading...
來自 University of London 的課程
帮助读写有障碍的孩子
485 個評分
從本節課中
Practical teaching approaches Part 1
General principles of inclusion; structured, multisensory, phonics-based and metacognitive approaches; summaries of recent influential reports of best practice from France, the UK and USA; applying these approaches across the curriculum; learning styles; reading, spelling, comprehension and composition; visualization and mind-mapping
與講師見面
Dr Jenny Thomson
Dr Vincent Goetry
So now we're going to talk about how these principles of multisensory teaching
can be applied in different subject areas.
And the first area we're going to talk about is science.
And here, I think with all
content subjects across the curriculum, it can sometimes
be a surprise to teachers, even the subject teachers themselves,
how much the subject depends on both language and literacy.
So really, across the content areas, an individual with dyslexia
both in primary and secondary school, is going to have potential barriers, even if
this is a subject where actually they have a lot of aptitude for the basic concepts.
So, as teachers, and, as those supporting a student,
we really need to help kind of clear the way a bit, or
kind of reduce the literacy and language demands so that the student
can really kind of show their potential in the subject matter, and enjoy it as well,
so that the literacy doesn't become a barrier.
And so, thinking about science, and it can be biology,
chemistry, physics, any aspect of science,
clearly, the terminology used in science is actually very heavy
in terms of the language load.
Lots of quite long, multi-syllabic words are often being introduced year on year.
And sometimes they may sound quite similar,
because they may have similar roots.
So, students are having to learn to differentiate words that look
quite similar and also may have similar but quite subtly different meanings.
So, you've got a lot of language there.
All of these words have to be both learned in terms of the correct sound and
phonological form and the letters,
they also then have to be spelled correctly, potentially.
So we've got that language load.
Also, if you think about some of the instructions that are given
in science textbooks, in terms of experimental designs,
so, you're explaining things, and
describing things, maybe distilling different substances.
So, there's also these less subject-specific words that
students are again, having to remember exactly what they mean,
and it can be a barrier to them showing their true knowledge.
So that those are issues.
Also, if teachers are giving instructions in class there's a memory load.
So, science is actually rife with language.
So, thinking about ways that we can kind of help reduce
the language load, is imperative, really.
But also quite straightforward when you link it
to what we know about multi-sensory teaching.
So for example, don't just rely on giving verbal auditory instructions.
Always have things either on worksheets to accompany in written form,
or on a blackboard or a whiteboard, so that you've got both the auditory and
the visual forms of the information.
Try and make sure that instructions are sequenced into short manageable chunks.
And again, make sure that student have access to the sequence, so
that they don't have to keep it all in mind,
that they can go back and look.
You also want to if possible, make sure that students can have some prior warning
of the topic that's going to be discussed or the text that's going to be looked at,
so that they've got time to do some pre-processing.
They can look at keywords, use some meta-cognitive strategies
about what they might need to be able to access the meaning in the text.
These are just a few ideas.
And also, realizing that in terms of the terminology,
students with dyslexia will need more exposure and more repetitions of those
technological or longer terms to really make them stick.
So, you can have in subtle ways, have word walls where these words
are prominently displayed, so that you're getting repetitive exposure.
And also, don't be afraid to differentiate the written demands.
Or, get a bit creative about how knowledge is demonstrated.
Perhaps you could try something where, rather than students having to demonstrate
their knowledge of an experiment through a written report, maybe they could do
a video documentation, or use a Powerpoint presentation or an audio report.
Certainly, even within academic science, there are now visual
journals where actually, you can submit a video rather than a written report.
So, try that out with students.
Again, find ways to help the students shine.
>> In history as in other domains, it is good to allow for the use of the computer.
Verify the understanding of the vocabulary, because as you know,
as dyslexic children read less in general than non-dyslexic readers,
reading is actually a very powerful tool to increase vocabulary.
So, be sure that the children understand all the words of vocabulary you are using.
Give a definition of specific vocabulary items.
Give the elements to study well in advance.
Optimize the presentation by using bigger fonts, and sans serif fonts.
Remember that dyslexic children may reverse numbers,
dates, so do not penalize them for that.
You simplify the syntax of the text you are presenting.
Try to avoid embedded sentences, and teach, if you can
and allow certainly for the use of mind maps,
which can be used in history also, as Jenny mentioned to you.
Ideally, allow the learner to have the multiplication tables next
to the working sheet, because learning the multiplication
tables is extremely difficult for dyslexic learners, and I would even go further -
allow them to have the multiplication tables during evaluation,
unless it is what you evaluate.
Display the four basic operations: plus, minus, divided by,
multiplication.
And so you display them on cards with the definition,
and possibly a drawing of what it is to add, to subtract, etc.
Accept that the same result can be obtained through
several paths, several different reasoning paths.
Evaluate the reasoning.
And the results separately, reduce the amount of work or
allow for additional time, especially when you are asking to write.
Simplify the instruction describing problems and allow for
the use of a computer including and especially a calculator.
