Practical take home strategies for community learning

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This is a PD I have given to case managers and case workers who are supporting young people with their learning through community based organisations.

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Practical take home strategies for community learning

  1. 1. “ Practical Take Home Strategies” Elizabeth Andrew [email_address]
  2. 2. Learning Difficulties Learning Difficulties is a general term which refers to learners who experience difficulties with their learning. Research suggests that between 10-16% of learners exhibit difficulties in academic and/or developmental skills (Louden et al, 2000). Learning Disability is a term used for learners with average or above average intelligence who have developmental and academic skills significantly below expectation for their age and/or general ability. Research suggests that approximately 2-4% of learners have a learning disability (Louden et al, 2000). Learning Disability
  3. 3. Characteristics of Learning Difficulties/ Learning Disabilities <ul><li>Some of the following may be experienced: </li></ul><ul><li>May lack in confidence and motivation </li></ul><ul><li>Have poor listening, concentration and attending skills </li></ul><ul><li>Organisational difficulties </li></ul><ul><li>Difficulty in following more than one instruction at a time </li></ul><ul><li>Poor handwriting and coordination skills </li></ul><ul><li>Task completion difficulties </li></ul><ul><li>May be disruptive or passive learners </li></ul><ul><li>Difficulty in learning areas </li></ul><ul><li>Poor memory/poor recall strategies </li></ul>Elizabeth Andrew [email_address]
  4. 5. Different Ways of Seeing...
  5. 6. Teaching Strategy Supports <ul><li>Wait Time – 3 second rule when asking or responding to questions </li></ul><ul><li>Think Aloud – model your thinking </li></ul><ul><li>10:2 Rule – work 10 minutes / reflect 2 minutes </li></ul><ul><li>Problem Solving strategies – independent – pairs - group </li></ul><ul><li>Question & Answer Repeat - the same as original comment </li></ul><ul><li>Use Visual Cues and mind maps: black and blue pen </li></ul><ul><li>Sticky notes </li></ul><ul><li>Organisational routines </li></ul>Elizabeth Andrew [email_address]
  6. 7. Literacy Strategy Supports <ul><li>Oxford Word List – most frequently used words </li></ul><ul><li>http://www.oxfordwordlist.com/pages/ </li></ul><ul><li>2. Literacy Professional Learning - Victoria </li></ul><ul><li>http://www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/strategies/default.htm </li></ul><ul><ul><li>Reading - Pause Prompt Praise </li></ul></ul><ul><li>Writing – Jenny Eather; http://www.writingfun.com/ </li></ul><ul><li>Levels of Questioning - http://www.rapides.k12.la.us/connectedmath/question.htm </li></ul>
  7. 8. Literacy Strategy Supports <ul><li>Mind mapping /graphic organisers: http://www.educationoasis.com/ </li></ul><ul><li>Note-taking & Summarizing: http://www1chapman.edu/arc/goodnotes.html </li></ul><ul><li>Working with vocab – Google ‘Frayer Model’ </li></ul><ul><li>Genre frameworks: narrative & report writing – Jenny Eather website </li></ul><ul><li>Access Apps – text to speech </li></ul><ul><li>Research Skills: http://www.big6.com/ </li></ul>
  8. 9. Vocab Development frayer model <ul><li>Teacher to model use. </li></ul><ul><li>Students work in pairs </li></ul><ul><li>Select key word / concept. </li></ul><ul><li>Read text to define concept </li></ul><ul><li>Complete chart </li></ul><ul><li>Students share their work with class </li></ul>Improve word meaning and vocab building through analysis and synthesis WORD Definition Characteristics Examples Non-examples
  9. 10. Websites <ul><li>www.ldonline.org </li></ul><ul><li>www.allkindsofminds.org </li></ul><ul><li>www.speld-sa.org.au </li></ul><ul><li>www.iamdyslexic.com </li></ul><ul><li>Sue Larkey:10 tips for understanding ASD http://suelarkey.com.au/ </li></ul>

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