Scott Marfilius
Universal design for learning and assistive technology
Scott will describe the concept of Universal Design for Learning and how this can be used to support students with learning difficulties. It is an approach where teachers proactively plan their programs to assure appropriate learning opportunities for all students. It is about getting it right from the start rather than retrofitting later. Scott will highlight processes for integrating topics, differentiating instruction, using appropriate technology, and implementing performance-based assessment.
Improving idea generation and writing structure with technology tools
The causes of students’ difficulties with writing may be many and varied. Writing is a neurodevelopmental process that involves graphomotor, attention, memory, language and higher order thinking skills. In this session there will be a focus on development of higher order thinking and how technology tools may support the writing of students who struggle with generating ideas and structuring their written work.
Lorraine Hammond top
“I can say it better than those letters will let me write it down”
Writing is a complex neurological process that confounds most students with learning difficulties in some way, whether it is translating thoughts to sentences or forming letters to make words. Lorraine will present an overview of current research that highlights why writing is the most challenging of literacy tasks. Taking a case study approach, she will demonstrate how teachers can plan appropriate interventions based on the identification of specific writing difficulties.
What does the research tell us is the most effective way to teach reading? What does it mean for me?
Historically, reading is a relatively new skill and recent advances in neuroscience have provided research about this sophisticated ability. In this session, Lorraine will discuss recent research about development of reading skills and the impact of this research on teaching approaches and interventions. Are you up-to-date with current and effective approaches to reading instruction? You may well find very affirming information or be challenged to consider why you do what you do.
Jay Marshall
Students with writing difficulties in middle and secondary school: Approaches for teaching and learning
How can we equip students with the skills to share what they want to say using the written word? Teachers working with young people need an array of flexible approaches to encourage, support and improve writing. When young people struggle to write, motivation is key: they need to see the reason for writing and to believe it is possible to write, and to write well. This workshop will be packed with practical strategies.
Making talk work for ALL students within the mainstream curriculum
Listening and speaking skills (also known as oracy or oral language) are fundamental in the learning process but these skills cannot be assumed; they need to be explicitly taught. By working with students’ current oracy skills, teachers can extend students’ ideas and conceptual understandings. This workshop will highlight the importance of the role of oracy in the classroom and how to develop key skills and assessment approaches in 'making talk work'.
Mark LeMessurier
Connecting with students: The impact of Student/teacher relationships on effective teaching and learning
For teachers, effective communication and quality relationships are essential to make links with, and to motivate, students with learning difficulties. With positive teacher attitudes, openness, and a willingness to develop quality connections, teachers can optimise a student’s efforts, motivations and learning outcomes. In this session, Mark will discuss how teachers can construct and utilise effective teaching and learning strategies and processes that meet a student at their point of need.
Jan Polkinghorne
Talking to type: Voice input is a viable option
In this session, Jan will discuss the viability and use of speech to text (voice input) programs to enable students to get their ideas on paper without being hampered by poor handwriting and spelling. They can then produce written work that reflects their cognitive ability and thereby achieve more successful learning outcomes. Issues about management, training, applications, useful ways of getting started, tips and techniques will be highlighted.
Anne Bayetto
Students with writing difficulties in junior primary and primary school: Approaches for teaching and learning
Writing is about having something important to record so how might teachers draw on students’ current motivations as a way into writing? In this session Anne will discuss approaches that teachers may use to support young people in writing about important topics, organising their thinking and ideas, and getting them down. She will also discuss approaches for editing, self appraisal, and how to make writing more than just a component of English .
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