What's Your Perspective

Step by step instructions for learners

One step approach and breaking the task down

one step at a time approach

Provide step by step instructions for learners to follow

give the learners more time to break down topic and give positive feedback throughout to keep their confidence levels high. 

fsa

Providing simple instructions and allowing learners additional time to complete tasks

•  When learners with dyscalculia succeed, I made sure I praise them. This will help them to stay motivated.

Break tasks into smaller chunks and give learners extra time

Give additional time

Handout an achievable task that suites them.

Giving learners more time to break tasks down 

Very useful to allow additional time for learners with this condition 

worksheets should be broken into chunks

Setting peer-teaching tasks is a great strategy to ensure learners with dyscalculia understand the material

Allowing additional time for learners with this condition is also beneficial

Give the student extra time and check in with them regularly to make sure they understand their task.

Break tasks into smaller chunks and give learners extra time

Break tasks into smaller pieces and give learners extra time

Simplifying tasks 
Break down tasks 
Provide extra time and support

Break tasks into smaller pieces and give learners extra time

Giving extra time to learners where necessary

KISS (Keep it simple stupid)

Extra time, simplifying tasks and breaking them down thoroughly for students to understand

strategies: Kiss(keep it simple stupid), and breaking down concepts into simple parts

- Giving extra time 

- Breaking down tasks 

keep it simple.

Extra time.

Give learners plenty of time and simplify tasks.

Breaking tasks in chunks so its easily assessible. 

Keeping tasks simple and providing extra time

having a key word bank for each module and highlighting each key word as it comes up in future work

- Highlighting key words. 

- Using a calculator. 

1. Giving the student extra time 
2. Keeping it simple 

Use real-life cues and physical objects 

Draw the problem 

Keep it simple 

Simplifying things to avoid causing anxiety for the student, using practical learning methods and providing them extra time for their tasks. 

making tasks seam less by breaking them down so they arent as overwhelming

Make thing simpler - do not over complicate

It is best to keep things simple and break down tasks. Always ensure a clear instruction

Alongside retention pyramid / theory allow learners to teach others within class building the mastery of the subject

Keep it simple and relate problem solving to real life situations where possible 

Simplify and break down tasks

Working with learners I have found that they will not want the fuss over their disability and would rather cope. An example is that working with an engineering apprentice with dyslexia he refused to use his filter for screens and white paper but achieved Distinction with his advanced apprenticeship without any additional support.

Break down all the task down in smaller parts

Simplify task

Keep it simple stupid

Make tasks easier to understand, simplify terminology, 

Simplify and split the complex task

useful to explain concepts clearly and double check instructions have been understood. Use different colour font and or style to help those who need it.

Useful for helping to break down concepts and bring in useful strategies and activites

Keep a measurable standard approach that can be formatively assessed to ensure progression

These is very useful to students as they can break things down into manageable parts which aids their memory and recall of the subject being taught. 

Slow steady  steps

Breaking down tasks to make it more simple and easily understandable.

Keep it simple

Doing tasks one at a time, to allow things to embed.

I didn't know this was a diagnosed condition, so really useful info.

Ensuring that learners are able to easily access anything and keeping work at a simple level they are comfortable with.

use duel coding and keeping subjects simple

Duel Coding and keeping issues simple

Keep it simple 

Dual coding, keeping it simple

Keep things simple.

Breakdown tasks.

Highlighting key words, using calculators, using separate worksheets for words problems and number problems.

Keep it simple

One thing at a time

Make it concrete

Break down tasks.

Give squared sheet or book to write 

Keep it simple stupid- Explain the solving methods in a simple way

Relate the problem to the real life examples

dual coding

Dual coding

To my clever, mathematically adept father's chagrin and my shame, I could never reach an answer in my head, because I had forgotten the result of the first part of the question. I only began to understand multiplication and division, when I did this with physical objects: lining up multiples and dividing them into equal parts. Reading questions aloud, helped me comprehend what was being asked and writing down my working out, helped me keep track of where I had reached, in my processing. Learning mathematical tables was for me, like learning an incomprehensible foreign language that neither related to anything, nor meant anything.

In adulthood, dyscalculia raises its head in remembering dates, times, door numbers, numbers in groups or numbers of absentees and this is why I have to write these down. I can never recall the date, when something happened, from memory. Also, my dyscalculia means I cannot remember new procedures, which involve retaining a previous action and building on, in further steps. This is particularly so frustrating, in IT, because, by the time I have completed a process, I have forgotten how I started it and I feel such an imbecile, having to ask again. I cope by writing down each step and it is only through repetition that these become embedded. Certainly, people who show me one way and then show me another, do not realise the stress this causes, as I fight to remember just one of those ways.

To help others:

*  I recap very often

*  Separate concepts, one at a time

* and keep them understandable, by relating them to: etymology, history, geography, biology and physics.

Using images along with text to help the student to clarify and identify with the subject being taught.

Dual coding and KISS

Duel coding

Strategies;

Provide extra time

Using Blue paper to assist with calculations

Dual-coding

Reading aloud

Extra time on tests which include reading statistics, charts 

Daily review of maths skills