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Webinar Maths and SLCN Jean Gross CBE -------------------------------------------------- The webinar slides, plus additional strategies, can be downloaded and printed from: http://bit.ly/Jeanwebinar2. A quick poll. What proportion of the children on your school’s SEN register have SLCN? - PowerPoint PPT Presentation
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Webinar Maths and SLCNJean Gross CBE
--------------------------------------------------The webinar slides, plus additional strategies, can be downloaded and printed from:
http://bit.ly/Jeanwebinar2
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team! 0845 0738805
A quick poll
• What proportion of the children on your school’s SEN register have SLCN?
• How confident are you about your school’s provision for these children?
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allocating all 20.
• Explore the difficulties that maths can pose for children with SLCN
• Discuss practical strategies to support these children.
Aims
Speech, language and communication difficulties• Listening and attention• Understanding language (receptive language difficulties)
• Speech sounds and talk (speech difficulty, expressive language difficulty)
• Social communication (semantic-pragmatic disorder, autistic spectrum disorder).
‘Hidden’ SLCN
• Maths and literacy difficulties are often caused by unrecognised SLCN.
Children with SLCN may have difficulty:
• responding quickly, explaining their thinking• using and understanding maths vocabulary.
My Dad’s been in one of those...
Guess the mathematical vocabulary...
Children with SLCN may have difficulty:• understanding spoken language, especially if the speech is fast and the language is complex - few/fewer/fewest, ‘a number that is not a multiple of ten’
• discriminating sounds -‘teen’ and ‘-ty’.
Children with SLCN may have difficulty: • remembering spoken information, especially where order is important, eg a list of instructions, a set of numbers
• coping with complex demands, for example writing while following spoken instructions, or counting while remembering a number
• holding numbers in their head while doing calculations, rapid recall.
...and sometimes may:
• have difficulty using language in a social context, for example problems with listening, turntaking, and sharing conversations
• take things literally – ‘two hundred and sixty’ becomes 20060.
Strategies: Responding quickly • Ten second rule• Tell them the question and that you’ll come back to them later
• Talk to a partner.
Talk partners
• Of these three numbers, which is the odd one out and why?
• Think of an answer then explain to your partner how you worked it out.
Strategies: Explaining their thinking• Scaffold with talk frames
Talk frames: Comparison
Year 1• They are the same because…………………
• They are different because………………… is………… and………… is……………
Year 6 • In some ways……… and….. are alike. For instance they both……………………
• Another feature they have in common is that………………………
• However they also differ in that…. For example…………….. whereas…………….
• The similarities/differences seem more important than the similarities/differences because…….
Talk frames: Explanation
Year 1• I know………… because…………………..
• ………………. is in between/after/before because …………………..
• The answer is……… because……….
Y5• I think the question means………. so the answer would be…………….
• I know that………… therefore I would try out………………………
• The reason………………… is that…………………
• …………. is due to…………………• So far I have discovered/worked out that…………………………………
Three waves of support for maths
Wave
1
Everyday communication -supportive classroom maths teaching
All children
Wave
2
Small group maths interventions that support language too
Just below age-related expectations
Wave
3
Individual intervention with a trained and supported teaching assistant
Struggling
Intensive intervention on an individual basis with a highly trained teacher
Lowest-
attaining
Wave 1: Role play• Year 6 football manager’s office... fixtures, transfer fees, probabilities
• Travel agent, farm shop...
Wave 1: Teacher and TA language
• Model language by describing what children are doing as you work alongside them
• If child says something in the wrong way, model it back in correct form
• Ask open rather than closed questions.
‘You made the car go straight ahead then
turn left’
My shape’s got three point bits.
Yes, it’s got three corners.
Opening-up questions
• What do you think…?
• How do you know…?
• Why do you think that…?
• Do you have a reason…?
• How can you be sure…?
• Is this always so…?
• Is there another way…?
• What if…/What if… does
not…?
• Where is there another
example of this…?
• What do you think happens
next…?
Wave 2: Have a look at Talking MathsSmall group programme for Y1-7Education Works – Mathematics:http://bit.ly/TlB2vr
Wave 3: Have a look at Every Child Counts
One-to-one and small group tuition for all ages, with a major focus on developing language: www.edgehill.ac.uk/ecc
For more ideas
• Time to Talk, Jean Gross, nasen/Routledge
• Guidance to Support Pupils with Speech and Language Difficulties National Numeracy Strategy http://dera.ioe.ac.uk/4876/
Questions & Answers--------------------------------------------------Download the additional strategies at
http://bit.ly/Jeanwebinar2
Conference: The New SEND Framework: Legal Obligations & Practical Solutions
11 November, central LondonEffective implementation of the new SEND Code of Practice in Schools – definitive
legal guidance and up-to-date best practiceSave up to £50 if you book before 26 September
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