A Multi-Sensory Approach to Sequencing

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    • 00:05

      [Self Esteem][Colour][Class Layout][Support][Dyselxia, A Multi Sensory Approach to Sequencing]

    • 00:17

      JO HALE: OK, boys.This morning we're going to look at two objectives.The first one is to be able to--

    • 00:23

      NARRATOR: At Saint Luke's School for Special Provisionin Swindon, they recognize dyslexic childrenhave a problem ordering their thoughts, called sequencing.It's something founder of the Dyslexia Research Trust,professor John Stein, recognizes can affectevery part of their lives.

    • 00:42

      JOHN STEIN: They find it very difficult to sequence thingsin order, either visually, the lettersthat make up a word, or auditorially, hearingthe sounds in the right order. [Professor John Stein, DyslexiaResearch Trust] And that extends even outof reading into organizing their own lives, for instance,keeping things on time, or doing things in the right order,

    • 01:02

      JOHN STEIN [continued]: and so on.

    • 01:02

      JO HALE: All right.So I'm going to tell you the story of the Gunpowder Plot.Sequencing is a life skill.This kind of aspect that they're learning todaycan be the same as the routine that they take in the morning,to get ready for school. [Jo Hale, Special Needs EducationalNeeds Co ordinator, Saint Luke's School]

    • 01:23

      JOHN STEIN: The most important thingfor teaching a dyslexic child about sequencingis to use multisensory ways of doing it.Use everywhere you can.

    • 01:36

      NARRATOR: Jo Hale and teacher Lisa Baileyare using a range of multisensory techniquesto teach the story of Guy Fawkes.

    • 01:42

      JO HALE: Sequence them in the right order,as I tell you the story.Right?You're going to do this--

    • 01:50

      NARRATOR: Professor Stein has examined the reason dyslexicsfind it hard to sequence ideas.

    • 01:57

      JOHN STEIN: Their brains all wired in a different way.Not in a damaging way, but just a different way.

    • 02:02

      JO HALE: She decided to put a whole load of rulesin for the Catholics.

    • 02:07

      JOHN STEIN: So he now know there'sa down regulation of some genes, for instance, whichshould be telling nerve cells where to go during developmentthat just don't perform quite so well in dyslexics.And so the brain tends to be slightly miswired, in a sense.

    • 02:23

      JO HALE: In front of you, you've got a brainstorming map.I want you to listen to this soundtrack.Want you to come up with anything at all on that mapthat these sounds make you think of.It can be things--

    • 02:39

      NARRATOR: One of the sensory techniquesJo uses to help the pupils remember the story is to playthem a fireworks soundscape.[FIREWORKS]

    • 02:53

      JOHN STEIN: If you have music and movement,you will remember it better.You need lots and lots of different kinds of information,all associating with the one word, Guy Fawkes,to enable them to remember it all.

    • 03:06

      JO HALE: What I want you to do in groupsnow is see if you can retell the story of the Gunpowder Plot,and create about one or maybe two sentences for each picture.When you're teaching dyslexic pupils,it will take considerably longer for them

    • 03:27

      JO HALE [continued]: to learn any aspect of the project that you're working on.And it's quite possible that what you've taught them,you'll then have to repeat another time to them.The ability to retain information can be poor.

    • 03:43

      NARRATOR: Jo has the pupils physically recordthe story again, to emphasize its chronology.

    • 03:48

      LISA BAILEY: OK, who is this?Who's this man?

    • 03:50

      STUDENT: Guy Fawkes got angry with the Protestants.

    • 03:52

      LISA BAILEY: OK.Do you think you can say that into the--

    • 03:54

      STUDENT: What was that?

    • 03:56

      LISA BAILEY: What was it, Luke?

    • 03:58

      STUDENT: Guy Fawkes got angry--

    • 03:59

      JO HALE: It's important that whenthey're using their auditory skills that theyhave something kinesthetic that they can relateto their auditory skills.It supports their ability to be able to processthe thoughts in their head.Put that one in, then.

    • 04:16

      STUDENT: Guy Fawkes didn't like the rules.

    • 04:19

      LISA BAILEY: OK.Let's listen back to that one.

    • 04:22

      STUDENT: Mine's probably going to sound silly.(FROM RECORDING) Guy Fawkes didn't like the rules.

    • 04:25

      LISA BAILEY: Very clear.You sound good.

    • 04:27

      JO HALE: OK, are you ready?I'd just like to have a little check with Miss Bailey's grouphere, to see if they have really managed to sequence the storyand understand the facts.So let's listen.

    • 04:41

      STUDENT: (FROM RECORDING) They werehoping that the next king would be more friendly to them.But no, he was even worse than Queen Elizabeth I.

    • 04:49

      JO HALE: Sequencing is absolutely vital for pupilswith dyslexic tendencies.Well done, boys.You guys have been very patient, and covered a lot of worktoday.It's the repetition and the overlearning,in sequence or in a way that they can cope,that is absolutely key for them, retaining information,

    • 05:11

      JO HALE [continued]: for becoming independent learners.

A Multi-Sensory Approach to Sequencing

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Abstract

This short discusses a multi-sensory approach to help dyslexic students learn sequencing.

A Multi-Sensory Approach to Sequencing

This short discusses a multi-sensory approach to help dyslexic students learn sequencing.

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