TEFL5 Workshop
Workshop about Dyslexia
By Lucas, Mika and Edo
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Workshop about Dyslexia
By Lucas, Mika and Edo
Slide 1 - Diapositive
Slide 2 - Vidéo
geon.github.io
Slide 3 - Lien
Theory recap
Dyslexia Protocol
Slide 4 - Diapositive
Theory recap - Dyslexia Protocol
School mentality improvement:
- Healthy connection with teacher
- Positive learning experiences
- Autonomy
- Acceptance
Slide 5 - Diapositive
Theory recap - Dyslexia Protocol
Scenario → Piet has severe dyslexia. He likes to read and wants to put in the effort. You give Piet a turn to read a passage of the text you are reading out loud with the class. Even though Piet is really putting in the effort, it takes longer than some students have the patience for. They start complaining that it takes too long and Piet refuses to read out loud further.
How would you take action if this would happen during your lesson?
Slide 6 - Diapositive
Theory recap - Dyslexia Protocol
Exercises tips:
- Provide information through different media.
- Allow reading beforehand to prepare.
- Teach general reading strategies.
- Allow proof reading tools (grammar and spelling)
- Use concrete questions .
- Only ask one question at a time.
Slide 7 - Diapositive
Theory recap - Dyslexia Protocol
Vocabulary:
- Basic vocabulary can be an issue.
- Diawoord test
- Abstract words can be difficult (e.g, conclusion & intro)
- Associate a word with something visual.
- Check for potentially difficult words.
Slide 8 - Diapositive
Theory recap - Dyslexia Protocol
A brief history of pizza.
It’s kind of silly to talk about the moment when pizza was invented. It gradually evolved over the years, but one thing’s for certain. It’s been around for a very long time. The idea of using pieces of bread as plates came from the greeks. They called them plakuntos and ate them with various simple toppings.
Slide 9 - Diapositive
Theory recap - Dyslexia Protocol
Lesson preparation:
- Extra work/agenda
- Different finish lines
- Charging availability
- Prepare working partners
Slide 10 - Diapositive
Theory recap - Subject-specific support
In general: -Module exercises with auditive support.
Teaching vocabulary:
-discuss new or difficult words in multiple different ways
Teaching spelling: -some words are written like they sound
-teach the pupils spelling rules, it creates structure
Teaching pronunciation: -choir reading is benefitial, describe what is happening inside of you mouth.
Teaching grammar: -lots of training with grammar, let the students experience example sentences
Slide 11 - Diapositive
Theory recap - Subject-specific support
Teaching technical reading: - Choir reading improves pronunciation
- make students aware of audio books.
Teaching reading comprehension: Teach your pupils different reading strategies.
Teaching writing: Let the pupils read their written text to each other.
Teaching Speaking and Listening: -Teach your pupil listening strategies.
Grading tests: -spelling can not influence a grade if spelling is part of the test.
Slide 12 - Diapositive
Case Study
Grace has a diagnosis of dyslexia. She has trouble with visual scanning, processing, and working memory. She also has difficulties with spelling and sequencing for problem solving. She has strong verbal skills and is artistic abilities. She learns well with color and when her hands are occupied.
Grace struggled with note taking because of her difficulties with spelling and visual scanning (looking from the board to her paper). Furthermore, she could not keep up and got "lost" in the lecture (particularly for subjects that were already difficult for her). Grace’s teachers thought that she was not putting forth the effort.
Slide 13 - Diapositive
Which stereotypical behaviour did u recognize?
What problems do these pupils experience?
What problems do classmates and teachers experience?
Slide 14 - Diapositive
Case Study
Slide 15 - Diapositive
Which stereotypical behaviour did u recognize?
What problems do these pupils experience?
What problems do classmates and teachers experience?
Slide 16 - Diapositive
Roleplay - Perspectives
Slide 17 - Diapositive
Roleplay - Perspectives
We are going to take on the roles of everyone involved with a dyslexic pupil. e.g., teacher, parents, classmates and the dyslexic pupil.
We will make groups and every group will roleplay as one of the examples mentioned before.
Slide 18 - Diapositive
Roleplay - Perspectives
What to think/brainstorm about:
1. What are our general feelings towards the dyslexic pupil?
2. Are there any frustrations, if so, what kind of frustrations?
3. How can we help?
4. Are there any difficulties when it comes to helping the dyslexic pupil?
