Check out: Experiencing a learning difficulty
Check out: Experiencing a learning difficulty
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Check out: Experiencing a learning difficulty
Check out unit 1
Orientation:
You are going to do a number of experiments so you can experience different learning difficulties. You will also watch a few teenagers talk about the disorder or read up on the symptoms. Afterwards, you will write a short text in which you reflect on these tasks.
Preparation:
Go through the LessonUp and follow the instructions (next slides).
Before you do an experiment, read up some more by clicking on the links in the slides titled:
Try at least 1 experiment of each learning difficulty.
Take keynotes in the grid.
Hand in your preparation when this task is due.
More info on:
Check out unit 1
Action:
Go to your folder English 6DUF Temmerman/ Alen on Smartschool > Oefeningen > Unit 1 > Unit 1 check out
Write a text in which you describe at least 3 of the 5 experiments you did. Discuss:
What did you have to do in the experiment?
How did it feel? What was the most frustrating part? Why?
How might repeated exposure to this difficulty affect motivation and self-esteem?
What classroom adjustments would help these students? What should schools and teachers do to help these students?
Use adjectives and adverbs, comparatives and superlatives in your text!
Use the writing grid, if necessary.
ADHD
More info on:
Option 2: AD(H)D
An interactive experience that simulates time blindness, sensory overload, distractions, and executive functioning difficulties. Users choose a school, work, or social scenario.
Please note: This is a simulation, not a game. There is no specific assignment or score. Simply explore the experience and pay attention to how the distractions and challenges affect you.
Go to this link.
DYSLEXIA
More info on:
Option 2: DYSLEXIA
Study the phonemes on the next slide and how you should pronounce them.
Phonemes are the building blocks of language. Represented by letters of the alphabet, they are the component sounds of spoken words. Most people automatically hear, for example, that the word "goat" is made up of three sounds: "guh," "oh," and "tuh."
Reading requires the ability to map the phonemes we hear to letters on a page, and vice versa. But what happens when this basic skill, called decoding, doesn't come automatically? Imagine struggling to sound out every word because you can't distinguish among phonemes.
Slide 1/4 of option 2
Take a few moments to familiarize yourself with this phoneme translation key. Then use it to read the passage on the next slide. Use the timer! Phoneme translation key:
Option 2: DYSLEXIA
Slide 2/4 of option 2
Passage:
We pegin our qrib eq a faziliar blace, a poqy like yours enq zine.
Iq conqains a hunqraq qrillion calls qheq work qogaqhys py qasign.
Enq wiqhin each one of qhese zany calls, each one qheq hes QNA,
Qhe QNA coqe is axecqly qhe saze, a zess-broquceq rasuze.
So qhe coqe in each call is iqanqical, a razarkaple puq veliq claiz.
Qhis zeans qheq qhe calls are nearly alike, puq noq axecqly qhe saze.
Qake, for insqence, qhe calls of qhe inqasqines; qheq qhey're viqal is cysqainly blain.
Now qhink apouq qhe way you woulq qhink if qhose calls wyse qhe calls in your prain.
(Excerpt from "Journey into DNA" on the "Cracking the Code" Web site, NOVA Online.)
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Slide 3/4 of option 2
Option 2: DYSLEXIA
Here is the translation:
We begin our trip at a familiar place, a body like yours and mine. It contains a hundred trillion cells that work together by design. And within each one of these many cells, each one that has DNA, The DNA code is exactly the same, a mass-produced resume. So the code in each cell is identical, a remarkable but valid claim. This means that the cells are nearly alike, but not exactly the same. Take, for instance, the cells of the intestines; that they're vital is certainly plain.
Now think about the way you would think if those cells were the cells in your brain.
So how did you do? Assuming you found the exercise difficult (that was our intention), consider that we disguised only eight of the forty-four known phonemes in the English language. And imagine if this weren't a game.
Slide 4/4 of option 2
Option 2: DYSLEXIA
Swedish web developer Victor Widell found a way to show just how much of a struggle it can be for some people to have to cope with dyslexia. He used computer code to scramble the letters in a passage of text based on how his friend described her experience with dyslexia. Try to read through his simulation on this webpage.
Option 3: DYSLEXIA
Go to the next slide. Read the text on the left. Use the graph on the right to decipher what it says.
You have 1 minute.
Option 4: DYSLEXIA
Slide 3/3 of option 4
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Option 4: DYSLEXIA
Slide 2/3 of option 4
Option 4: DYSLEXIA
Slide 1/3 of option 4
So how did you do? Assuming you found the exercise difficult (that was our intention), consider that students with dyslexia have this all the time.
DYSCALCULIA
What is it like to live with dyscalculia?
Click on this link to get extra information about dyscalculia.
More info on:
The problem you will experience on the next slide is designed to evoke in you the intimidation and frustration a young student with a math disability might feel working out a problem that requires the integration of mathematics skills. Give yourself 1 minute to solve three problems.
Option 2: DYSCALCULIA
Slide 1/5 of option 2
Option 2: DYSCALCULIA
Follow all four instructions below to solve each of the three problems. Enter your answer into the space provided.
Multiply the third number in the first row by the seventh number in the third row.
Add this result to the fifth number in the second row.
Add to this total ten times the fourth number in the third row.
Subtract the eighth number in the first row from the result.
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You can find the answers on the next slides!
Slide 2/5 of option 2
Problem 1:
Multiply the third number in the first row (8) by the seventh number in the third row (3).
Add this result to the fifth number in the second row (5).
Add to this total ten times the fourth number in the third row (7).
Subtract the eighth number in the first row (8) from the result.
Answer: 8
Option 2: DYSCALCULIA
Slide 3/5 of option 2
Problem 2:
Multiply the third number in the first row (4) by the seventh number in the third row (6).
Add this result to the fifth number in the second row (8).
Add to this total ten times the fourth number in the third row (7).
Subtract the eighth number in the first row (4) from the result.
Answer: 3
Option 2: DYSCALCULIA
Slide 4/5 of option 2
Problem 3:
Multiply the third number in the first row (3) by the seventh number in the third row (5).
Add this result to the fifth number in the second row (1).
Add to this total ten times the fourth number in the third row (8).
Subtract the eighth number in the first row (3) from the result.
Answer: 5
Option 2: DYSCALCULIA
Slide 5/5 of option 2
DYSPRAXIA
What is it like to live with dyspraxia?
Click on this link to get extra information about dyspraxia.
More info on:
Option 1: DYSPRAXIA
Now, experience dyspraxia yourself.
Needed: scissors, handout with figure, gloves
Work per 2.
One puts on the gloves and cuts out the figure
on the hand-out, using your non-dominant hand,
WHILE the other student is holding the paper!
DYSGRAPHIA
What is it like to live with dyspraxia?
Click on the link below to get extra information about dysgraphia.
- What is dysgraphia? > Scroll to 'Dig deeper' > Signs of dysgraphia
More info on:
Option 1: DYSGRAPHIA
Time to experience it yourself.
Team up. Listen to the dictation (one to A, the other to B) and write the paragraph with your non-dominant hand. You get two minutes.
Student A listens to the dictation recording A.
Student B does the same with recording B.
Compare your writing with that of your partner. Can they read what you wrote?
