Subject discussion forum

A few of you are studying this area. Why not share information and support one another.

Hi, I am exploring working memory (WM) and how teachers can identify it. My research has shown that with the use of a classroom behavour check list and other evidence (my model) teachers can recognise WM difficulties. However not for all children, above average and beyond still seem to slip through this net that I have made (my model), despite being aware that others avoid identfying bright children. The teacher I am working with said that she differentiates and thus misses it. However when I pointed out bright children with WM that were underachieving based on ability, she felt it did make sense in hindsight. It fact for some children their WM difficulties were masking their true ability. For many WM affect their expressive language a sign teachers use for brightness!
My research project has to end here due to time but the teacher's feeling was that we should screen all children for WM using the computer based AWMA as it takes the guess work out of identifying. But I know we need to use other evidence to rule out false negatives or wrong labelling!

I have found this part of the MA more time consuming and are now struggling to get down all the information.

Marion

Hi. I am working with two students with SEBD. Two completely different case studies though. For the first one bullying and inappropropriate behavior (language ect) is an issue while the second one has been the victim of bullying which has resulted in very low self esteem. I have researched a lot of strategies in both areas (I have actually decided to apply a behavioral contract for the first one and and peer coaching/buddy system for my second case study) but it would be really helpful if anyone could share with me some of your experiences. How do you deal with a child whose behavior is really difficult? What has worked for you in the past? And at the other end, how would you help a student with very low self-esteem improve his/her social skills and self-esteem?Thanx
christiana

I hear you. I had a few in my life time teaching. One girl was quite difficult, alot of back talk. Very challenging. I did take the time to talk to her and assess what the route of the problem was. But also needed to be firm about the rules. I didn't give up.( she was very tough) ultimately, a break through and found out she lost her granny. She was very close to her. She was very angry. By the end of the semester she was a smiling cooperative student who was eager to do her best. Now, each student is different, but what I found consistantly reliable was the tool of building trust, relationship through communication. You must still maintain boundries.
Another, using positive reinforcements, such as rewards, charts, or find what motivates the student, and make them accountable for it.
Good luck. It is hard work.
Jess

root of the problem. (sorry spelling error) :o)

Jess, thank you very much for your input. It is really difficult but it seems that when students feel like you respect them they will respect you back, although it is not alsways the case. I hope that by discussing with his and setting the rules of a behavioral contract he will feel more commited (as it will partly be what he has argued for)and i will be able to incorporate rewards and consequences without making them look superficial or just my way of controling/getting what i want. Thanx again!
Christiana

Sounds like you're on your way to a positive experience. all the best. Jessica

Hi

I am investigating the issue of early identification of learning difficulties. I want to see if by detecting learning difficulties at an early age we can help prevent further problems in the future. I have done some performance tests with a small group six year old children. Then I collected some teachers' perceptions and thoughts about students with learning difficulties through questionnaires.

The problem in my country is that some parents are still reluctant to have their children tested for learning difficulties. They do not understand the importance of early screening but rather they are afraid that their children will be labelled. We need to raise more awareness about this issue.

I also felt that this unit was very time consuming and it included a lot of work but I still enjoyed doing it.

I am looking at student difficulties and how to plan effective intervention woirk to help the student. The students are at KS3 and have entered school at low level. Also why are some students good and Maths and some not? Also thinking about how to best find out the student's strengths and weaknesses and then how best to evaluate what you have done

Peta

Hi
I just put unit 3 in my folder, but I wasn't really sure what it should have included. I think I should have put some of the information into the appendix, like back ground information for the literature review. Where have you put your reflection journal information!
I would appreciate if can ask some questions that are related to the Unit work, as well as discussing our projects - sorry but I need both!!!

Marion

I assume every one is busy writing up their units - I just wish people would share their thinking and understanding of their work, or at least comment to other's questions!

I am finding that as I go to the next unit I realise that I have not done the previous one correctly. I am on unit 4, going around and around my data because I thought I only had to follow one action enquiry models not all three. How have others done this?

Marion

Marion, i m sorry i m not really able to help you but i think i am as confused as you are!I am still looking at the module guide trying to figure out where to start from! However, I would think that if you did do a literature review as unit 3 suggested we should do then you cant have used only one action enquiry model. When you do a literature review you need to critically analyse and reflect on your own practice so their's your reflective writing. Now what kind of data collection tools have you used? Those will probably show you another action enquiry model. Dont know whether this helps at all, but good luck
Christiana

Thank you Christiana for commenting.
I did at the last moment put my literature review into unit 3. My problem now - one of many I think - is that I didn't include my reflective journal as a separate section in unit 3. Unit 4 tasks now requires us to reflect on our reflective journal and other data not easy when I haven't been explicit. I wish I had understood Unit 2 information on choosing a methodology - i assummed I had to follow one action enquiry model. Hence the mess I am in.
 
Unit 4 suggests about 4000 words long, do you think that it is using the tasks words? (for example task 1 - 1000 words) Or are the tasks helping us write the 4000 words? I havne't been able to digest the requirements of this again.
 

Has your research come up with anything interesting?

Thank you again for your support.

Marion
  
 

Hi Marion,
I've been reading your concerns and wanting to help, but I'm not sure what your focus is. As in, what is your specific MA concentration on. I found looking at the ation inquiry model overwhelmed me. When I used it as an outlined guide and the module unit as my main concentration. I was less confused. I hope I am making sense. Choose what is most pertinant for your subject and focus on that while considering the advice from the other resources. It helped me. I really hope this is somewhat helpful.

I am worried that I am off the track of guidance you need. I do find Unit 4 more challenging. Our tutors mentioned that you could do 4000 words or equivalent. Would, video, or charts help in your presentation?
Jess

Well in terms of the words I think it will really depend on the tools you ve used. For example my "traditional data" is not sooooo big and therefore i dont think i will write 1000 words. On the others hand artefacts and reflective writings (ie: journals and transcripts of classwork - since i introduced a peer coaching system) will probably give me more than 1000 words. I myself am very very confused about the actual analysis. All the tasks (including some reflective comments in unit 3) seem to be coming down to the same thing! Do you have any idea of how to go about it?

Introducing peer coaching did produce some improvement with self esteem for my case study but it didnt really improve the academic part (i think it was introduced way too late to be able to actually draw a valid conclusion anyway). How about yours?

Christiana

Thankyou Christiana and Jess,

Having thought about what you have both said prehaps I am not as way as I first thought. My work has covered all the models, although it concentrated maninly on the the traditional one with a focus group - therefore I presented my information in that format in unit 3. I have a short reflection journal that I should have included in unit 3 - therefore I know for the final piece I know I will need to include it in unit 3 as an explicit section.

My project into identifying WM in the classroom to which probably didn't help the teacher, showed that children are more likely to be identifed with a learning difficulty if they have destructive behaviour problems - i.e. if you are a boy. Christiana, everything I found probably links with that theme - including ability and the teacher subjective thoughts. (She misdiagnosed boys with WM based on behaviour, and identifed a boy of above average ability but not the girls due to behaviour).

Have you found that the tasks is the same thing as the requirements of unit 4? Or does unit 4 require another level of thinking?

Thank you very much for replying - can we please keep in touch.

Marion

I m not exactly sure WHAT the tasks need us to do basically. I cant really understand what analysis means? writing it all up? discussing whether you expected it or not and why? what does it include?

I have included some analysis of the data I collected in unit 3 - which is why I probably I got confused by what I was doing when I read unit 4 tasks. I emailed Ruth about the number of words for tasks/impact - but have received no reply because I am sure that I could write the impact section without going through the tasks - but I wanted to make sure that I wasn't missing the point about what was required. What I have just finished (task 1) is knitting the activities together (in a grid) to show how the outcome theme/patterns thread/link through my project. I have got to the bit where I have to show weighting of evidence!!
Got to collect my daughter - will finish later.
Marion

Hi everyone

I was wondering whether you have all received feedback about unit 3. As I haven't received it yet I am concerned whether there is something wrong with my computer.

I am actually writing down unit 4 but I don't think I did well in unit 3. So most probably I'll have to arrange unit 4 aswell when I receive the feedback. I am very confused.

I would be grateful if someone could reply.

Hi

I got my feedback from Ruth yesterday 2nd June.

I think my summer holiday will be taken up rewriting the whole thing!!

Did your research project find out anything interesting?

Marion

Hi Marion

Thanks for your reply. I received the feedback this morning and I've got to change many things ! I have to rewrite most of it again too.

I've got to go to work now but will get back here later.

Jacqueline

Hi Jacqueline,

It is good to hear you got your feedback.

It would be good as a group if we can support each other more - the isolation makes me feel that I am the only one having problems!

Marion

Hi All,

I have just started unit 5, and if anybody is around and wants to join me in a discussion regarding the way forward please join in.

Before I did this course I wanted to be a SENCo - being a Specialist Dyslexia Teacher I thought it was the icing on the cake. However by gaining a real understanding of SEN, my thoughts have changed and now I am not sure where I want to go from here; hence my problem in writing unit 5.

I want to help all children with learning difficulties and not just the ones that fall under the SEN label. So do I target my development at early years/key stage 1 as a SENCo which would enable me to be involved in identify children early. Or should I go back into the classroom and target inclusion.

However I want to continue being a specialist dyslexia teacher. But my county is behind the times regarding dyslexia intervention, so by the time the government have trained some more teachers in dyslexia support the market will be flooded, and I will be no further in my own development if I am not careful.

I know I am good at my job, but I don't feel that the opportunity will just fall into my lap.
 
Marion

Having thought about this and where I go in the future I have decided to explore the role of Lead Specialist Dyslexia Teacher rather than SENCo. As such I have spoken to my head and she has set me up to manage intervention in the classroom - taking responsibility for training in this area and monitoring. This role would include transference of intervention, pupil responsiblity, monitoring, inclusion for the children with SpLD not on the SEN, and IEP provision.

I am currently doing the SEN Masters but perhaps I should be doing the SpLD one instead!

Marion

One thought that occurred to me was the conflict with the literacy coordinator as discussed in another forum. So I have spoken to the head and agreed to have a meeting with the literacy Coordinator/ Inclusion coordinator and the Head to to iron the issues before addressing the teachers - thus eliminating tensions and conflicts.

Marion