Elping a child with Handwriting problem

Portfolio Task [iv] a
Supporting Able Underachievers
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Read the sheet on typologies of able underachievers (below) with care. Choose ONE of the typologies and also pick 3. Using the National Curriculum guidelines for teaching a concept in geography, work out what activities a teacher could do to help the pupils deal with their negative behaviours or attitude.

Complete the form provided (a?Activities to Support an Able Underachievera) and put it in your Portfolio.

You can use teachersa resources (books and webpages) to help you make your suggestions (provide references)



Further Information

Remember you need to really stretch and challenge the underachieving able pupil with your tasks.

You can write in bullet points. Donat write too much for each entry.

Filling in all sections of the form will help you address all the key issues.

You can also include (optional):

1. any visual resources or worksheets that you feel would be helpful
2. any references for your ideas
3. samples of childrenas work









a?
Typologies of Able Underachievers

Winstanley, in Wallace et al, 2010: 8

Any pupil will possibly demonstrate a range of characteristics that may be associated with any one typology, or may overlap with many typologies. However, used flexibly, the typologies can highlight certain characteristics and sensitise teacher and pupil awareness. ... Teachers can use this ... as a basis for discussion and possible diagnosis of certain kinds of behaviour that may be associated with underachievement.

Pupils known as conforming coasters like to please their teachers but are able to rest on their laurels. They are safely working in their comfort zone and whilst they may not personally be afraid of taking risks, they need to be encouraged to understand that making errors is viewed as a positive step to learning and teachers would welcome their ambition. Sometimes working with other children who are less conformist can help them to see a different viewpoint, but this needs careful management to avoid unnecessary upset and personality clashes.

Impatient inattentives are also known as a?butterfly learnersa; they can fail to complete tasks, and may be involved in several projects simultaneously. Setting their own very clear goals helps them to keep motivated and staying on course is even easier when these tasks are broken down into manageable smaller assignments. Mixing up independent tasks with paired or group work can be helpful in keeping these learners focused on completing what they start.

Students who are apathetic non-engagers fail to contribute or connect with the class or with set tasks. Following their interests and providing real-life problems can help sustain interest and prevent them withdrawing from the group. It is useful to group these children in such a way that they need to communicate with others in order to collate the information required for the project, especially if the need for input is reciprocal. Through this strategy, they are drawn into meaningful exchanges with others.

Risk avoiders will stick to what they feel safe doing and so need help to move away from familiar tasks. Trying tasks that they could actually fail or find very difficult will help them to build responsibility and resilience. Where possible, they should be given roles in leading learning so that they will need to develop tactics for supporting the learning of peers and communicating with them effectively, to help build experience in coping with responsibility.

Children described as disaffected disengaged tend to complain and disrupt standard classes. In order to try to involve and integrate them, group work can be undertaken, but this must be relevant. The best way to ensure this is through choice, allowing pupils to devise their own learning tasks and build a sense of ownership. Being trusted by the teacher to manage their own learning acts as a motivation to take things seriously.

Multiply exceptional children are highly able and also have some kind of learning problems, disability or sensory impairments. Often in school, they are provided with targeted learning support that helps to remedy their particular difficulty, but little attention is paid to engaging them at their intellectual (or physical) level. Because people are concerned to compensate for their learning problems, sufficient challenge often goes by the wayside. Where their needs are met effectively, they experience both stimulation and support in the measures that allow them to participate fully.


Activities to Support an Able Underachiever

1. Typology of underachievement:

2. Key Stage:

3. Curriculum Concept:


4. Suggested Activity (use bullet points / short description):





5. What is the teacher trying to achieve?




6. Which aspects of the underachievement are being addressed and how is this being done?





7. How does this activity differ from what would normally be undertaken?





8. How will the activity work with other children? (Is there a group or paired work element, or is this an independent task?)




9. Provide the teacher with some tips for making sure the activity runs smoothly




10. What would constitute a positive outcome for this task?

Elping a child with Handwriting problem

Portfolio Task [v] a Handwriting Support
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In this task you are creating a resource for a primary school aged child with a handwriting difficulty. You will also consider how the task could be adapted for an able child who might find the content rather limiting.

(a) Thereas a selection of handwriting tasks on Moodle for you to look at as models, but there are plenty more in books and online. If you are not sure about what makes a good handwriting resource, check what you have found it with the tutor in case it is not appropriate. Create a handwriting task on an A4 sheet of paper. Make it clear what the child needs to do to complete the sheet.

(b) Provide a short summary of the task for the teacher, explaining how the task is designed to help pupils improve their handwriting, or address a specific handwriting problem. This should be around 30 words.

(c) Provide a further, similar task that has been adapted / extended / developed to be more challenging and interesting for an able child of the same age with the same handwriting problems, but with a wider vocabulary and more complex interests.

(d) Provide an explanation of this sheet too and do this in no more than 30 words.


(This links to Session 4: Common Pathologies I)


Hints and Tips:

a? Think through the handwriting problem you wish to address before you get started.

a? Use appropriate paper (does it need to be lined, or have a line guide for example?)

a? Think about the handwriting style you are using (probably cursive) and why you are using it.