Classroom Management

GE11 Teaching memory techniques and study skills to dyslexics and non-dyslexics

Exams involve a lot of memory and recall; this isn't easy at the best of times, but if your students are dyslexic the whole learning process can be a frustrating trial designed to thwart them.

Over the last thirty years awareness and methods to deal with dyslexia have developed enormously producing real results in the level of attainment and feelings of self worth.

This course aims to provide teachers with the support to deal with the challenges that face dyslexics and non-dyslexics. It will also demonstrate memory techniques and study skills that provide teachers with practical resources and approaches that, in the age of increased assessment, will be immediately applicable to students of all abilities taking exams.

The 2008 dates and venues have yet to be finalised for this course. Please return to our Course Subjects page.

Objectives

  • To raise awareness of dyslexia and create empathy with the dyslexics' way of thinking.
  • To show teaching techniques that help dyslexics process information.
  • To provide ideas and materials to deliver memory techniques for pupils of all abilities in a wide range of subjects.
  • To provide a set of study skills that will improve exam performance.

Who should attend

Teachers of students from the age of 12, studying subjects that need a lot of information to be retained and reproduced at a later date, including subjects that include formulas, quotes, dates, sets of information and any terminology.

Agenda

09.00 - 09:30
  • Arrival and registration
10.00 - 11.20 - Session 1:
  • What does being dyslexic mean?
    How does dyslexia affect different people?
    What facets of thinking and learning are affected by dyslexia?
    Is it nature or nurture and how much can it be overcome?
  • How does being dyslexic affect learning?
    What are the signs of being dyslexic?
    How are the actions and behaviour of a dyslexic misinterpreted?
  • Different ways of learning for dyslexics.
    Traditional ways of learning work against dyslexic thinking patterns. Here I explore ways of using their cognitive structures to their advantage.
  • Motivating dyslexics.
    What not to say, emphasising the positive side to dyslexia.
11.20 - 11.40
  • Coffee
11.40 - 13:00 - Session 2:
  • Intro to memory techniques.
    Moving information from short term memory into long term memory.
  • Associate techniques.
    Introducing mnemonics and adding strong vibrant associations to memory data.
  • Visualize techniques.
    Creating strong image associations with the memory data.
  • Accelerated learning.
    Multi-sensorial learning, use of music, emotion and creativity to heighten the learning experience.
  • Mind Maps. A powerful organising, thinking and memory tool.
13:00 - 13.30
  • Lunch
13.30 - 15.00 - Session 3:
  • Note taking.
    Before the lecture, during the lecture and after the lecture.
  • Revision techniques.
    Build as you go, when, how and why.
  • Exam techniques.
    How to get the most from the least.