U2 Topic 1 Supporting Planning Primary

By

[cs_content][cs_section parallax=”false” style=”margin: 0px;padding: 45px 0px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][cs_text]

Strategies

Students who have problems with organising their routines may need some support in this area. The following points can help all students:

  • Use checklists
  • Use reminder notes in a planner.
  • Use visual timetables. Images or symbols support the text.
  • Recording information: Mindmaps, spider diagrams and bullet points.
  • Use writing frames to organise ideas. e.g. story humps; mind maps; tables and linear plans.
  • Provide pre-prepared information to refer to.
  • Give typed homework instructions in numbered steps.
  • Give homework out before the end of the lesson so the student has time to ask questions.
  • Provide key word / vocabulary lists for topic.
  • Label resources with words, colours, symbols or pictures.

 [/cs_text][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][cs_text]

Mind Mapping

Using mind maps helps to break down the thought process by grouping related keywords together along coloured branches and illustrating the main idea or keywords with images, associating colour, image and word together in a way that aids memory.[/cs_text][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/3″ style=”padding: 0px;”][x_blockquote cite=”Did you use Mind Mapping and if so how did it help?” type=”left”]Emma’s story[/x_blockquote][/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/3″ style=”padding: 0px;”][x_image type=”circle” src=”https://connecttodesign.co.uk/wp-content/uploads/2016/04/shutterstock_176715719.jpg” alt=”” link=”false” href=”#” title=”” target=”” info=”none” info_place=”top” info_trigger=”hover” info_content=””][/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/3″ style=”padding: 0px;”][x_audio_player src=”https://connecttodesign.co.uk/wp-content/uploads/2016/04/emma-mindmapping-strategy.mp3″ advanced_controls=”true” preload=”metadata” autoplay=”false” loop=”false”][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_accordion][x_accordion_item title=”Audio transcript” open=”true”]Question
Mind mapping is a strategy that’s been devised, and it is something that people with dyslexia use. Did you use that and if you did, why and how did it help?

Emma
I used it a lot in college, because rather than having things in a linear “one two three four five” way, you could actually organise it in a more creative, pictorial way. That really helped formulate ideas and particularly with projects, you could mind map the project out and for me it was easier to understand pictorial representation, rather than having to write it all out. I could then use that mind map to formulate it into more of an essay.[/x_accordion_item][/x_accordion][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][cs_text]

How to use mind mapping

  • Use a blank sheet of paper in landscape format putting the central idea or topic in the middle.
  • Represent the idea or topic as an image or picture, this will help to focus the thought process and aid concentration. For someone with dyslexia an image is more easily remembered than the written word.
  • Colour is important when creating a mind map as the brain responds to colour and this will aid memory.
  • As the brain works by association – linking things together by connecting the main branches to the central image, the second and third level branches to first and second levels will aid understanding as well as memory.
  • To make the mind map interesting it is best to use curves rather than straight lines.
  • Using single key words per line will give more flexibility.
  • Make sure you use images throughout the mind map – pictures are more memorable than just the printed word.

[/cs_text][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_image type=”none” src=”https://connecttodesign.co.uk/wp-content/uploads/2016/04/mindmap.jpg” alt=”” link=”false” href=”#” title=”” target=”” info=”none” info_place=”top” info_trigger=”hover” info_content=””][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_tab_nav type=”three-up” float=”top”][x_tab_nav_item title=”General Strategies” active=”true”][x_tab_nav_item title=”Reading” active=”false”][x_tab_nav_item title=”Writing” active=”false”][/x_tab_nav][x_tabs][x_tab active=”true”]

General Strategies

  • Break sequences of instructions into sections.
  • Give verbal instructions one at a time.
  • Ask the learner to repeat back using their own words to check understanding.
  • Allow extra time for writing, reading and processing information.
  • Use an active listening strategy. E.g ‘Stop, Look and Listen’ to get everyone’s attention.
  • Provide short simplified notes so they can concentrate on the lesson.
  • Keep still when speaking so the student can concentrate.
  • Avoid standing in a place surrounded by ‘clutter’.
  • Reduce Noise which is distracting.
  • Model a task and then show an example of the finished product.
  • Keep to routines.
  • If there is a change of classroom send someone to the original room in case a student forgets.
  • Sit student near motivated and encouraging peers.
  • Use discussion, role play and group work to share ideas and build self-esteem.

[/x_tab][x_tab active=”false”]

Reading

  • If students wants to read out loud:
    • Devise a system such as tapping the desk or a hand signal if they need support with a word.
  • Presenting information:
    • Remove excess text.
    • Larger Sans-Serif font.
    • Change the background to off-white or pale lemon with a dark blue font.
  • Blue and green pens for writing on the whiteboard:
    • Reduces stark contrasts and helps visual processing.
  • Use font styles as close to the handwritten alphabet as possible:
    • Dyslexie font. If this is not available or preferred, try ‘Courier New’ for older pupils and ‘Comic Sans’ for younger pupils.
    • Try size 14 fonts and 1.5 line spacing.
  • Support reading discreetly:
    • Pair the student with a ‘reading buddy’ who can read the text.
  • Use numbered lines and paragraphs to break down longer passages.
  • A ruler or a bookmark can help to ‘line track’.

[/x_tab][x_tab active=”false”]

Writing

  • Alternatives to extended writing:
    • PowerPoint presentations.
    • Posters.
    • Picture galleries.
    • Oral presentations.
    • Dramatic reconstructions / role play.
    • Matching labels to pictures/diagrams/maps.
  • Scaffold writing:
    • Writing frames.
    • Word lists.
    • Display banks of VCOP (vocabulary, connectives, openings punctuation). VCOP link tes.com
  • Allow extra time for written tasks.
  • Feedback to focus on ideas and content not time taken, neatness, spelling etc.
  • For information on the board;
    • Number or colour-code lines to help track.
    • Provide a typed copy to avoid copying.
  • Pair with other learners during writing tasks.
  • Encourage learners to practice spelling strategies on words they are currently learning. Provide word banks for technical and unfamiliar words.
  • Use: Look, write, cover, check.

[/x_tab][/x_tabs][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][cs_text]

Assignment

Create a mind map of your curriculum topic for one of your pupils and create a planning structure based on mind mapping software. Free web versions and applications for mobiles and tablets are available. Inspiration software provides trial versions of their PC and iPad apps. Search for mind map software.[/cs_text][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_feature_list][x_feature_box title=”Mind Map reference” title_color=”” text_color=”” graphic=”icon” graphic_size=”35px” graphic_shape=”circle” graphic_color=”#ffffff” graphic_bg_color=”rgb(255, 89, 148)” align_h=”left” align_v=”top” side_graphic_spacing=”20px” max_width=”none” child=”true” connector_width=”1px” connector_style=”dashed” connector_color=”#272727″ link_text=”Tony Buzan Mind Mapping site” href=”http://www.tonybuzan.com/about/mind-mapping/” href_title=”” href_target=”” link_color=”” graphic_icon=”edge”]References: [/x_feature_box][/x_feature_list][/cs_column][/cs_row][/cs_section][/cs_content]


Jump back up to quick links