Motivating the dyslexic learner: ideas and resources for busy teachers (KS2 and 3) Presented by Lesley Burnett Dyslexia specialist and consultant email@example.com
“Do not train children to learning by force and harshness, but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each.”Plato
Marathon Motivation! I want to get started! ACTIVATION Can I keep going to the end if things go wrong?Have I got enough energy to get there? PERSISTENCE INTENSITY
Learning motivation ACTIVATION PERSISTENCEDeciding to work towards a Keeping going despite goal and getting started difficulties and failure “I can do this.” or “If I fail, I will pick “Can I do this?” myself up and try(SELF EFFICACY) again.” or “I know I will fail, so I won‟t try.” (LEARNED HELPLESSNESS) “I will work as hard as I can.” or INTENSITY “I can‟t be Concentration and energy bothered.” in pursuing goals
Intrinsic and extrinsic motivation Intrinsic motivation: Extrinsic motivation:I want to learn this because: I want to learn this because:• It is interesting. • I need to pass this exam.• I will get a sense of achievement. • I will get a reward if I do.• It is enjoyable/fun. • My teacher has told me to.• I want to know about this. • I will get into trouble if I don‟t. • My friends are doing it. Self realisation • I will look stupid if I don‟t.Interest Reflection Surveillance Motivation to learn Control Deadlines for its own sake Imposed goals Intrinsic motivation is best for the learner, but extrinsic motivation is still important. It is a question of balance.
Why do dyslexic learners become de-motivated? Failure in literacy or Negative some other activity feedback Less practice Learner recognisesLess achievement Comparison his/her limitations with others Less Confidence to motivation to try succeed is reduced Self-esteem adversely affected
Motivation through self efficacy and confidence Goals must be LEARNER- Focus on the end goal achievable and CENTRED and encourage meaningful for comparison with own the learner. GOALS targets rather than comparison with others.Support the learner Talk about earlier (Criterion referencedin setting their own successes and evaluation) goals. This is progress. motivating andgives them more ofa vested interest in Give specific and their attainment. Make link constructive praise for both between achievement and effort. previous learning and a new task.
Presenting dyslexic learners with a challenge The challenge for teachers is to motivate dyslexic learners to move out of their comfort zone. This can be achieved through: • ScaffoldingMany dyslexic learners are • Modellingwary of challenge; they are • Moving forward in small steps afraid to take risks. • Helping dyslexic learners to develop a repertoire of strategies for learning • Supporting them in experimenting with One of the greatest different ways of processing and presenting challenges for dyslexic informationlearners is accepting that • Drawing on evidence of previous successthey will sometimes fail or • Celebrating achievements, however small. experience difficulty.
Motivation is developed through supportive relationships „Significant others‟: TEACHERS and TEACHING ASSISTANTS Learner is at the centre It‟s good to talk! Teacher is aTeachers need make facilitator who time for talking with understands the dyslexic learners, to process of learning discover strengths and can provide theand weaknesses, self right kind of efficacy and instruction and MOTIVATION support.
Motivation and teacher talk „The mediocre teacher tells • Use positive language (avoid „don‟t‟) • Reward for effort and achievement The good teacher explains • Create an environment where errors are seen as learning The superior teacher opportunities demonstrates • Avoid negative over-marking – perhaps only mark what is correct The great teacher inspires.‟ in red! William Arthur Ward • Involve the learner in marking and evaluating their workTaken from „Removing Dyslexia as a Barrierto Achievement‟ by Neil Mackay (2005)
Motivation is developed through positive relationships „Significant others‟: PARENTS and PEERS Research shows that collaborative working with carefully chosen peers can be motivating Parents may need guidance and support in understanding how to motivate their children.
Developing independence and autonomy• Be flexible and build choices into how learning goals are achieved: “Use a method that works for you.”• Allow alternative methods of recording information• Pre-teach difficult spellings and vocabulary so the learner is ready for the lesson• Teach meta-cognitive strategies and study skills• Help the learner to develop problem solving strategies• Use resources that are self-checking• Support the learner in developing a toolkit of useful supportive resources
Motivating learners to read- “What‟s in it for me?”Low level/high interest texts such as Make „tailored texts‟Barrington Stoke and Rising Stars, relating to learner‟swhich are at instructional level. interests. These can be compiled into a book andChoose texts related to hobbies or used to stimulate writing.interests. Use to practise reading Practise recordingstrategies with small chunks of reading into a phone ortext. Magazines and the internet computer.are good sources, but will needediting. Shared reading of more difficultComprehension monitoring: texts and/or audio books.Use mind maps or post-it notesto record key points Paired reading with a chosen buddy for support.
“I don‟t know what to write about.” “I don‟t know how to start” Getting started: Writing about interests: •Verbalise ideas •Make a manual or brochure •Post-its •Write instructions •Mind maps •Emails and texts! •Paragraph starters ‘Writer’s block’: •Sue Palmer writing skeletons •Post-its…paragraph for each one •Visualisation IT support: •Voice recognition software •Clicker 6 •WriteOnline
Making writing fun!Taken from„What‟s the Story? (2001)By Steve Bowkett
Visual support for goal setting, planning and self evaluation Review: What did I do well? What do I need to work on next time?Lesley Burnett 2012
Self-checking resources Sequencing cards Monday Tuesday Wednesday Thursday Friday Saturday Sunday Print a picture on one Tutor pack side of the card. Print words to Make a „sleeve‟ for a self checking sheet with a be sequenced on the notch to cover the centre space. other. Cut up. Learner sequencesLearner writes answer in RH column and checks words and turns over cards to reveal if correct by sliding the sheet up the sleeve to completed picture. reveal the answer.
Using games to motivate learners• Games, rely on intrinsic, not extrinsic motivation.• This places the learner at the centre.• Games are fun and enjoyable.• Games can also be challenging and harness the learner‟s competitive spirit, while also encouraging them to learn and practise new skills.• Games are social and encourage peer working.
Top 5 games and activities Generic games- Use any game, make Free online interactive reading or spelling literacy gamescards. Read or spell the www.woodlands-junior. word on the card kent.sch.uk before each turn. Gamz Swap and Fix Reasonably priced card games to reinforce teaching of word families and affixes. For age 5 to adult. Smart Chute KS2 and KS3 Learner posts BBC Bitesize games self-checking website cards into a chute.
Computers Portable media players Tablets Mobile phones INFORMATION TECHNOLOGYRecording own Support voice for writing and vocabularyPredictive text, grammar Web page and spellchecking design Teaching Audio books Games to supportprogrammes and reinforce learning Text-to-speechWriting emails Research and study skills Speech-to-text