This practical and interactive workshop offers solutions to raising the achievement of students with age appropriate thinking but who have low prior attainment due to weak basic skills. A range of evidence based approaches will be presented which help individuals without always needing to give individual help – an important consideration when working across the range of ability and need found in most European classrooms. The importance of compensating for poor working memory will also be addressed in the form of strategies to create “memory lite” situations that accelerate reading for meaning, spelling jargon words and getting ideas down on paper. These strategies have been carefully selected to operate effectively in classrooms throughout Europe, including the second/additional language settings found in European and International-schools.
- Engage with and practice a range of evidence based approaches which raise theachievement of low prior attainers
- Appreciate the impact of poor working memory on learning and develop strategieswhich promote achievement despite poor recall
- Gain confidence in their ability to notice smart students with weak basic skills andadjust teaching in order to raise achievement
MEd, DipSpEd, AMBDA, Consultant and Trainer, Dyslexia Action
Previously Senior Teacher/SENCO in a large secondary school in North Wales and now an independent consultant and trainer, Neil MacKay originated the phrase and the concept “Dyslexia Friendly Schools. He is the International Consultant for the Dyslexia Foundation of New Zealand – www.dfnz.org.nz and has delivered sell out workshops across New Zealand for teachers, RTLBs and RTLits over the past few years. In January 2014 he worked through Kings College to provide school and college based PD in a range of institutions in the Auckland area. Neil works with state, independent and international schools and LAs across the UK, Europe, New Zealand Australia and Hong Kong to develop inclusive classroom practices – in Hong Kong he is also Visiting Lecturer at Hong Kong Polytechnic University. His first book, “Removing Dyslexia as a Barrier to Achievement” was published to considerable acclaim in 2005 and he has since published “Leading on the Inclusion Development Programme” and “Taking the Hell out of Homework”, which has been written for parents and home educators. His new book, Total Teaching” gives classroom teachers just enough specialist skills to notice and adjust when encountering students without labels but with clear Asperger’s ADHD or Dyslexic type learning needs.