Practical activities for the teaching of maths to children with severe learning difficulties

Debbie Rickard

Mayfield School

Explore the importance of maths for children with severe learning difficulties

More Than Just Maths Ideas towards the three part lesson;

Oral and mental starter, Main part; individual targets, towards counting, calculations, Plenary

Teaching strategies and techniques Differentiation Chip in!!

DFES say maths vital for; Underpinning research - science,

technology and ICT Labour market Economy Provides a set of key skills to enable

individuals to reach their full potential in terms of life and work.

To what extent are our pupils realistically going to contribute to

research - science, technology and ICT? The labour market? The economy? To what extent will the maths we teach

our children enable individuals to reach their full potential in terms of life and work? ?

Challenging individuals at their own level

Correct level increases motivation Correct level ensures success, helping

children become confident learners Increased confidence and motivation

leads to achievement and educational success

All the above add together to improve self-esteem and self-confidence

Educational success

Raised self-esteem

Increased motivation

Independent learning

Thorough assessment

ensures work is pitched at correct

level

How does it make you feel……….

What is important is the process, not the answer…

Think soduku, and other numerical puzzles; why do we do them?

Behaviour overall is good and learners are keen to get on with their work in a secure and friendly environment in which they can thrive.

Teaching is well informed, confident, engaging and precise.

The work is well matched to the full range of learners’ needs, so that most are suitably challenged.

Teaching assistants and resources are well deployed and good use is made of time..

most learners..make less than satisfactory progress…due to unsatisfactory teaching or the impact of bad behaviour

learners’ overall behaviour or attitudes are unsatisfactory, and the tone of the lesson is inimical to the development of learners’ personal qualities

work badly matched to the pupils’ starting points Methods…poorly geared to learning objectives…

fail to gain the interest & commitment of learners inadequate use of resources, including assistants

and the time available poor assessment

Teaching is NOT SATISFACTORY if

Pupils are too dependent on adults.

Activities do not encourage sustained interaction.

Pupils are unwilling to work without supervision

Practice which is SATISFACTORY AND ABOVE include lessons where;

Pupils have suitable opportunities to make choices and become more independent.

Tasks have sufficient challenge to keep pupils working either independently or in co-operation with others.

Pupils are becoming increasingly more independent.

Time is used productively for independent and collaborative work.

From OFSTED Handbook for Inspecting Special Schools and PRUS (2003)

Targets must be smart Our children do not learn in a series of predictable

steps, we must take this into account and set a range of targets to prevent boredom. **

Teacher judgement Challenge Motivation Interest Enthusiasm Belief Enjoyment

“There is no statutory

requirement fo

r schools

to prepare separate

IEP’s for a

ll pupils with

SEN.”????

Removing Barriers to

Achievement. 2004 p. 2

3

**LOOK

Communication Abstract concepts Memory – moving things from short to

long term memory Auditory memory and language Concentration Attention Learning styles Maths skills are linear – can’t move on

until first skill is learned….

Develop communication skills Signs, symbols, gesturesRepetition, repetition, repetitionListening, language and positive language Internalisation of languageReciting – action rhymes – sequence,

routines to aid memorySequencing activities and songs Active listening

gaining attention Keeping attention Checking that the message has been understood

Concrete to abstract- hiding things moving children from see, touch and move to counting things which cant be seen –thinking skills

Using apparatus to model mathematical structures

Responses Visualisation – Hughes

Play and laughter The right level, the teachable moment,

the right answer. Multisensory learning Fine motor skills – alternative ways of

recording Presentation

1. Oral and mental starter. This section of the lesson can be used effectively to teach some targets.

2. Main part of lesson. All work should be challenging and build on previous achievements, differentiated, innovative and responsive to children’s needs.

3. Plenary

Research on Laughter and learning points to improved learning gains when intellectual challenges are preceded and reprieved by laughter.

When a child is laughing he or she is not likely to be anxious.

When anxiety is reduced you take more risks.

When you take more risks the likelihood of real learning goes up

(Smith 1992)