Webinar Maths and SLCN Jean Gross CBE The
Webinar Maths and SLCN Jean Gross CBE -------------------------The webinar slides, plus additional strategies, can be downloaded and printed from: http: //bit. ly/Jeanwebinar 2 Do your colleagues need to use the Hub? Your subscription includes 6 log-ins. Make sure you’re using them all. For help call the Hub Line and speak to our friendly team! 0845 0738805
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Aims • Explore the difficulties that maths can pose for children with SLCN • Discuss practical strategies to support these children.
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 Year 6 • They are the same because………… • They are different because………… is………… and………… is…………… • 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 Y 5 • I know………… because………… ………. . • ………………. is in between/after/ before because …………………. . • The answer is……… because………. • 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 Wave 2 Small group maths interventions that support language too Wave 3 All children Just below age-related expectations Individual intervention with a trained and supported teaching assistant Struggling Intensive intervention on an individual basis with a highly trained teacher Lowestattaining
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 Maths Small group programme for Y 1 -7 Education Works – Mathematics: http: //bit. ly/Tl. B 2 vr
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/Jeanwebinar 2 Conference: The New SEND Framework: Legal Obligations & Practical Solutions 11 November, central London Effective implementation of the new SEND Code of Practice in Schools – definitive legal guidance and up-to-date best practice Save up to £ 50 if you book before 26 September http: //bit. ly/SEND 14
- Slides: 27