Pre-teaching:
- The aim of pre-teaching is to increase the familiarity of the lesson content. The more familiar something feels the more likely you are to engage with it and recall it.
- You could focus upon pre-teaching any if the following: subject specific vocabulary, a strategy (such as how to use a written procedure for column addition), how to use a resource/scaffold (for example: using a 100 square to add/subtract 10), the specific features of a written genre, preview a film clip or text extract…
- Before the lesson you explore the pre-teaching material and make it explicit how this will be used in the lesson.
- To help make this learning transferrable encourage the pupil to make some sort of resource that they take back into the lesson.
Recalling Subject Specific Vocabulary:
Create a word web to identify many different ways of storing the word. Add colour and visual images.
Use a voice recording device:
There are lots of different devices available such as:
Talking tins (www.talkinggproducts.com)
Talking Points (Special Direct)
These can be used:
- To support the pupil in recalling their ideas for writing: (think, record, write with playback, check).
- By the teacher to record task instructions – pupils can play them back as many times as needed.
- For the pupil to record a checklist or verbal task timeline.
Intervention: Memory Fix (From Special Direct) or Auditory Memory (Back Sheep Press)
- Available from RIAT for loan.
- These work on specific skills and can be used as a focussed intervention programme.
- It is essential that these are coupled with metacognition work so that the pupil can identify exactly which strategy they are using and how they will apply it in a ‘real’ learning context.
Supporting Spelling:
Multi-sensory learning opportunities provided via a Simultaneous Oral Spelling Approach:
| Adult models how to write the word saying each letter out loud (avoid the sounds – they don’t always ‘work’.)
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Pupil copies saying aloud each letter. |
| Pupil writes the word from memory saying aloud each letter. If the word is correct they trace over the word in lots of different colours (rainbow write).
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Pupil writes the word with their eyes closed saying each letter aloud. |
Think multi-sensory!
Ensure that the pupil sees, says, touches and hears. The more usual the better!
Give pupils a memory kit:
Offer a range of tools and teach how and when to use each one. The kit might include:
- Mini-whiteboard and dry wipe pen for jottings, making a checklist/visual task timeline.
- Alphabet sheet for collecting subject specific vocabulary during lesson introduction to use in the lesson.
- Voice recording device.
- Blank mind-map to complete.
Signpost key information:
Make the key information really clear with either a signal from you or asking the pupil to signal when they hear it. Ask the pupil to record the key information in in one sentence or as a picture and place it in an envelope to open at the start of the next lesson.