Deborah Syme
dsyme@skinnersacademy.org.uk
Head of Geography and
Travel and Tourism BTeC at
Skinners’ Academy Hackney
THE E...
Underachievers in GCSE Geography .
The stuff that gets left behind …. are the pupils that get left behind
“His written wor...
Executive function – Dawson and Gare 2004
Executive functions are those skills
necessary to solve a problem,
including pla...
Executive (dys)function – is it a FAD?
• Working memory and short term memory Impulse control
(inhibiting) , emotional con...
For an area of tropical mass tourism you have
studied explain the positive effects on the
economy and environment (8 marks)
MLD - a moderate impairment? Would
you ask this (right handed) student to take a
written exam?
The visibility of the probl...
Solutions and interventions – (no money back guarantee)
SHORT TERM MEDIUM TERM
• Pace
• Number everything
• Buddy – what's...
The LONG TERM interventions
• Culture of boredom! Downtime
• Teacher takes more responsibility
• Address the culture of ne...
The difficult questions.
• Are teacher complaints about disorganisation and poor short term
memory akin to institutional b...
Deborah Syme
dsyme@skinnersacademy.org.uk
Head of Geography and
Travel and Tourism BTeC at
Skinners’ Academy Hackney
THE E...
The answers are there….
But not everyone has
access to them………….
Headlines
1/3 of the staff I asked had NEVER heard from a speech
therapist, edpsy...
SEN 1. Doesn’t know where to start
2. Starts and gets distracted
3. Starts and gets stuck
Overcome. QFT. Teaching and lear...
Clearly an effective opportunity for schools
Prompt questions pupil asks themselves to stay ON
TASK , and over come confusion.
• Where was I?
• Where are my instructio...
• The San Francisco-based market-research firm SharpBrains estimated
that between 2005 and 2009, the global market for "br...
Most pupils with SEN have a moderate learning
difficulty. https://www.gov.uk/government/uploads/system/uploads/attachment_...
The elephant in the room
To label or diagnose a disease
• Means to discuss and define symptoms
• Means to give a vocabulary to interventions
• Mean...
To label or diagnose an SEN
• Means to discuss and define symptoms
• Means to give a vocabulary to interventions
• Means t...
Executive (dys)function – Dawson and Gare 2004
Executive fuctions are those skills
necessary to solve a problem,
including...
Moderate intellectual disability is immense. Adults who need assistance on a daily basis.
Mild intellectual disability. Ad...
What do you label?
http://www.terapiacognitiva.eu/dwl/dsm5/DSM-5.pdf
• Don’t label the child
• Label the symptoms
For an area of tropical mass tourism you have
studied explain the positive effects on the
economy and environment (8 marks)
Most pupils with SEN have a moderate learning
difficulty. https://www.gov.uk/government/uploads/system/uploads/attachment_...
Approx 12% all pupils will have SEN
1.3% require external assistance
Incidence refers to the number of pupils with SEN , w...
Deb Syme's #TMRGS presentation
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Deborah Syme's presentation for #TMRGS looking at 'executive disfunction' and underachievement

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Deb Syme's #TMRGS presentation

  1. 1. Deborah Syme dsyme@skinnersacademy.org.uk Head of Geography and Travel and Tourism BTeC at Skinners’ Academy Hackney THE ELEPHANT IN THE ROOM
  2. 2. Underachievers in GCSE Geography . The stuff that gets left behind …. are the pupils that get left behind “His written work is a mess” ,“ he’s lazy” , “totally unmotivated” “He never remembers the homework, when it’s done, it’s rushed” “He doesn’t focus, gets easily distracted” “He never sets work out properly, I have to remind about every step, even putting a full-stop in, but when I show him he knows it, does it”
  3. 3. Executive function – Dawson and Gare 2004 Executive functions are those skills necessary to solve a problem, including planning , organisation, time management, working memory, and metacognition, combined with those that control our behaviour in order to apply those skills, specifically response inhibition, self regulation, task initiation and goal directed persistence. Your face here
  4. 4. Executive (dys)function – is it a FAD? • Working memory and short term memory Impulse control (inhibiting) , emotional control, flexibility, shifting , self monitoring , task initiation, organisation. • 6 year difference in working memory capacity (Gathercole and Alloway 2008) . • Cannot hold information in head and use it to complete a task. • Loses train of thought , easily distracted, disorganised.
  5. 5. For an area of tropical mass tourism you have studied explain the positive effects on the economy and environment (8 marks)
  6. 6. MLD - a moderate impairment? Would you ask this (right handed) student to take a written exam? The visibility of the problem here is clear. We have NO problem with physical disability. We cannot see mental disability, therefore we need to watch carefully for it. We need to have a culture that accepts it. We need to move to an educational system where a diagnosis of mild or moderate mental disability is akin to seeing a person’s wheelchair, crutches, guide dog, or hearing aid and recognising their need. Could this actually be an issue about RIGHTS ? of rights?
  7. 7. Solutions and interventions – (no money back guarantee) SHORT TERM MEDIUM TERM • Pace • Number everything • Buddy – what's she doing ? • Check in often • End of lesson reminders • One instruction at a time • Retesting • Test ONE skill / criterion • ‘I know you might find this hard but …’ understanding • Bag check • Redo pre-planned /marked ES • Allow novel media / listen again / watch again / list / photograph? • Timers • Teach list making / prioritising • Mid point checks • Mnemonics / visualise / emote • Coaching on how to tidy /create size order/ sort papers / file pages
  8. 8. The LONG TERM interventions • Culture of boredom! Downtime • Teacher takes more responsibility • Address the culture of neurological disability, champion the child, create a common language • Allow course work or VIVAs • As well as accurately assessing a child’s difficulties in learning it is essential that teachers assess the memory demands of the strategies they are using. • Use evidence based interventions, and evaluate the impact. • TAs as consultants – team around a child – on site expertise. • Track, monitor and compare progress across subjects and between transitions (0-25).
  9. 9. The difficult questions. • Are teacher complaints about disorganisation and poor short term memory akin to institutional blindness? • Will our A*-C 9-1 exam systems be seen as the educational racism of the C21st, as we fail to consider neurodiversity. • Why are we as teachers not trained to read recognise and implement specific medicalised test analysis / recommendations . • Why is executive function in DSM only related to adults? VITAL for pupils. • Is it a working memory issue that prevents pupils for thinking through behaviours, their consequences and making predications . • On a personal note: If pupils don’t remember process sequences , or maintain connected thinking , and cant plan, then these are my failing Geographers.
  10. 10. Deborah Syme dsyme@skinnersacademy.org.uk Head of Geography and Travel and Tourism BTeC at Skinners’ Academy Hackney THE ELEPHANT IN THE ROOM
  11. 11. The answers are there….
  12. 12. But not everyone has access to them…………. Headlines 1/3 of the staff I asked had NEVER heard from a speech therapist, edpsyc or OT ½ the staff were not sure what K meant on SIMS register Only 1/5 staff were aware that 10% of the population is dyslexic. That should be 3 in every classroom. ½ the staff recognised the symptoms of executive dysfunction as an SEN issue Over half the surveyed staff felt that pupils were not equipped or confident enough to talk about their special need.
  13. 13. SEN 1. Doesn’t know where to start 2. Starts and gets distracted 3. Starts and gets stuck Overcome. QFT. Teaching and learning. Delayed learning / immaturity. Reread aloud slowly. Confidence. Buddy. Lead learner . TA . Teacher. Sentence starter. Work list. Overcome. QFT. Teaching and learning. Delayed learning . CATS issue. Reread aloud slowly. Confidence. Buddy. Lead learner . TA. Teacher. Sentence starter. Word list. Brain book buddy boss. Much harder to overcome. Pupil loses train of thought , off task, loss of focus. Confusion. Short term memory issue. Exhaustion from concentration. Becomes a behavioural spiral. Organisation.
  14. 14. Clearly an effective opportunity for schools
  15. 15. Prompt questions pupil asks themselves to stay ON TASK , and over come confusion. • Where was I? • Where are my instructions. • What does number 1 ….. ask? • What are the KEY words I have written down? • What are my neighbours /buddy/lead learner doing ? • What's the most important point I want to say? • What word am I stuck on? Pupil loses train of thought , off task, loss of focus. Confusion. Short term memory issue. Exhaustion from concentration. Becomes a behavioural spiral. Organisational issues .
  16. 16. • The San Francisco-based market-research firm SharpBrains estimated that between 2005 and 2009, the global market for "brain-fitness software," including working-memory training programs, rose 31 percent, to $295 million, with $148 million of those purchases coming from the United States.
  17. 17. Most pupils with SEN have a moderate learning difficulty. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/447917/SFR25-2015_Text.pdf http://dera.ioe.ac.uk/13820/2/handouts3.pdf MLD may need support with: • understanding instructions and the requirements of tasks • acquiring sequencing skills • understanding how they affect and relate to their immediate surroundings • personal organisation over the short, medium and long term • visual and auditory memory for information, processes and instructions http://scotens.org/sen/types/mld.html If the IQ is 70 or below, give or take a few points, then the child is considered to have MLD. A teacher usually can tell it's MLD when the pupils are 'slow' in all areas
  18. 18. The elephant in the room
  19. 19. To label or diagnose a disease • Means to discuss and define symptoms • Means to give a vocabulary to interventions • Means to specify the need and therefore target an outcome • Means to work early to rectify a issue. • Means keeping people well, or recovering , or improving. To label
  20. 20. To label or diagnose an SEN • Means to discuss and define symptoms • Means to give a vocabulary to interventions • Means to specify the need and therefore target an outcome • Means to work early to rectify a issue. • Means keeping pupils learning, improving and focussed. To label Creates clarity, systems and responsibility.
  21. 21. Executive (dys)function – Dawson and Gare 2004 Executive fuctions are those skills necessary to solve a problem, including planning , organisation, time management, working memory, and metacognition, combined with those that control our behaviour in order to apply those skills, specifically response inhibition, self regulation, task initiation and goal directed persistence.
  22. 22. Moderate intellectual disability is immense. Adults who need assistance on a daily basis. Mild intellectual disability. Adults cannot use their executive function : planning , sequencing , prioritising , short term memory is impaired. But what if this is also a problem for school aged children? Intellectual disability has a number
  23. 23. What do you label? http://www.terapiacognitiva.eu/dwl/dsm5/DSM-5.pdf • Don’t label the child • Label the symptoms
  24. 24. For an area of tropical mass tourism you have studied explain the positive effects on the economy and environment (8 marks)
  25. 25. Most pupils with SEN have a moderate learning difficulty. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/447917/SFR25-2015_Text.pdf http://dera.ioe.ac.uk/13820/2/handouts3.pdf MLD may need support with: • understanding instructions and the requirements of tasks • acquiring sequencing skills • understanding how they affect and relate to their immediate surroundings • personal organisation over the short, medium and long term • visual and auditory memory for information, processes and instructions http://scotens.org/sen/types/mld.html If the IQ is 70 or below, give or take a few points, then the child is considered to have MLD. A teacher usually can tell it's MLD when the pupils are 'slow' in all areas
  26. 26. Approx 12% all pupils will have SEN 1.3% require external assistance Incidence refers to the number of pupils with SEN , without statements, expressed as a proportion of the number of pupils on roll. SEN 12% of school population 20% prison population 70% of PRU population (School census 2014) Why would we label? – HIGH stakes

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