Ros Lugg

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Be aware of individual needs
Be aware of intellectual level
Choose materials carefully
Use multi-sensory methods where possible
Incorporate a variety of materials/approaches
Provide plenty of reinforcement
Use assistive technology/software appropriately

“Between 30 and 35% of all learners learn visually and between 15-20% are tactilekinaesthetic learners”.

Many learners with learning difficulties learn best by:
 using pictures rather than words
 seeing concrete examples of what the finished version or product might look like
 knowing the object/end goal of the work before beginning

 visualising scenes, characters and actions as they read about them
 finding visual clues in texts (charts, graphs, photographs)
 using artistic means to express what they learn
 hands-on activities

 creative dramatics – acting out stories or events
 learning by ‘trying out’ rather than being told
 word-processing rather than hand-writing
 learning or creating raps, rhythms, rhymes or jingles

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Word processor
Dictaphone or PDA
Spellchecker
Laptop
Reading/scanning pens
Speech recognition software
Voice activated software

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Practical benefit – speed, spellcheckers, editing facilities
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Fine motor/neurological benefits
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Kinaesthetic memory

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Attention and selection
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Encoding
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Storage and maintainance
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Retrieval

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Choose and attend to relevant stimuli
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Focus
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Select key ideas and facts

Translating incoming information into a mental representation which can be stored in memory

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Multi-media presentations – particularly good for learners with auditory processing difficulties
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Mind Maps – activate visual and semantic memory

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Saying information out loud - creates an auditory memory
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Helps to transfer information to LTM
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Activates more electrical muscle movement messages, strengthening neural pathways

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Form of auditory rehearsal
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Develops auditory ‘pattern’
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Transfers information to LTM

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Categorization is important
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‘Filing system’ needed

(Tony Buzan Use Your Head , 1995)

(Tony Buzan Use Your Head , 1995)

(Tony Buzan Use Your Head , 1995)

(Tony Buzan Use Your Head , 1995)

(Tony Buzan Use Your Head , 1995)

(Tony Buzan Use Your Head , 1995)

(Tony Buzan Use Your Head , 1995)

(Tony Buzan Use Your Head , 1995)

(Tony Buzan Use Your Head , 1995)

(Tony Buzan Use Your Head , 1995)

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Attention and selection
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Encoding
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Storage
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Maintainance
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Retrieval