dyslexia@bay

The dyslexia@bay Association are actively involved in providing in-service training for Youthreach staff.

The objectives of the in-service are to allow all participants to:

• to recognise the symptoms of dyslexia
• to appreciate how each individual with dyslexia can exhibit a different range of symptoms
• to understand how the symptoms of dyslexia can inhibit learning in all subject areas and in class participation
• to acquire a range of practical and mental skill exercises that can be used in a classroom situation to aid all students to learn more efficiently

STAFF TRAINING FOR YOUTHREACH 2010 - outline syllabus
(Theory and Practical Solutions for the Classroom)

PART 1: Introduction

a) Introduction to dyslexia

b) The prevalence of dyslexia

c)  Introduction to the thought processes involved in sequencing, spelling, reading and writing.

Sequencing (following oral instructions):

a)  Differentiating between short-term and long-term memory.

b)  Understanding the differences between auditory memory, visual static memory and visual dynamic memory.

c)  The role of visual dynamic memory in sequencing.

d)  Importance of being able to follow a set of auditory instructions.

Spelling:

a)  The role of auditory memory and visual memory in spelling.

b)  Explanation of forgetting spelling.

c)  Explanation of phonological deficit.

d)  The role of visual memory in long term spelling

e)  Explanation of remembering spellings visually and the reading process.

PART 2: Practical Demonstrations and Learning Techniques

• Practical Demonstrations of using visual static memory for spelling.
• All participants will appreciate the benefits of visual static memory for developing efficient spelling strategies.

PART 3: Reading

Explanations are given on the following reading difficulties: 
a)  Lack of comprehension and the use of auditory, visual static and visual dynamic memory.

b)  The role of eye-tracking in reading difficulties.

c)  Why students read at different speeds with different levels of comprehension on different days.

d)  The role of perception in reading.

e)  Why some students see words as appearing to move or blur.

f)  Reading hesitancy i.e. not reading in a fluid manner.

g)  The confusion of words starting with similar letters for e.g. these, there, them.

h)  The role of glare and relevant position in classroom.

i)  Why some students read words backwards or re-read the same line.

j)  Why some students confusion similar letters for eg b’s and d’s or p’s and q’s.

k)  The symptoms of eye-tracking difficulties and how to identify eye-tracking problems in a classroom environment. 

PART 4: Practical Demonstrations and Learning Techniques

• Practical Demonstrations of using visual static memory for learning phrases, laws, definitions and diagrams.
• All participants will appreciate the benefits of visual static memory for developing efficient learning techniques.

PART 5:  Writing

a) An understanding of how some students can lose the point of a story that they are writing.

b)  Understanding why some students can have a poor standard of written work compared to their oral ability.

c)  The role of visual dynamic memory while writing an essay.

PART 6: Symbol Wheels

• A comparison of spider diagrams/mind-maps with Symbol Wheels.
• Explanation of the role of symbols and learning at higher levels.
• Practical demonstrations of designing Symbol Wheels, learning Symbol Wheels, and the memory techniques involved.
• All participants will get the opportunity to develop the techniques involved in Symbol Wheels.

PART 7: Visual Dynamic Memory and Learning Techniques

• How to use Visual Dynamic Memory while learning processes such as: 
    
   Recipes
   Woodwork Processes
   Metalwork Processes
   Maths Processes
   Science Experiments
• Practical demonstrations are given of the many techniques involved for students at any academic level.

PART 8: Conclusion of Training

a)  Summary of the training content.

b)  Participants are given guidelines on how to implement programmes in their classroom.

c)  Participants will be given an opportunity for discussion and feedback using a question and answer session.

OTHER COMMENTS:

"One of the most informative and best presented in-service days I have ever been on.  I feel empowered."

"This was the first time dyslexia was made very clear to me and I can leave today knowing I understand it 100% better than before.  The tools which you gave us today were so simple yet will be so effective.  Thank you"

"Thought it was an excellent workshop.  I gained valuable insight into teaching those with dyslexia and the whole student population.  The teaching techniques are very practical and simple to understand and apply to all students."

From the day I feel that I can immediately go into class and start practising these methods with my adult learners.  Thank you very much!

"Excellent, enjoyable and highly motivational.  Thank you very much!"

"Everything fabulous I learned so much.  Many useful tips." 

"Amazing day – energised presentation."

"I felt that the day was very empowering.  I will start this work immediately with my class."

"I really enjoyed today – I now have more “enjoyable” ways of teaching everyone and will hopefully make my students with dyslexia feel part of the teaching and learning process."

"Thought it was an excellent workshop.  I gained valuable insight into teaching those with dyslexia and the whole student population.  The teaching techniques are very practical and simple to understand and apply to all students."

"I found it to be a very informative and enlightening experience.  Mile buiochas to Orla and Martin for being such brilliant presenters."

"One of the most informative and best presented in-service days I have ever been on.  I feel empowered."

"Excellent in-service! I have been to similar in-services and this has been the most useful, practical, interesting and informative one by far."

"Excellent – have learned more practical classroom techniques today than I did in 1 year doing H. Dip.  Feel very positive about covering computer theory in the classroom )an area that I always dislike) Thank you very much."