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Neil MacKay
Dyslexia Friendly Strategies & Support

TES SEN Show

Friday 6th October - SL07 - Writing skills for reluctant writers – especially boys!

Reluctant writers have all the ideas and skills they need to write effectively, but struggle with processing, sequencing and memory overload. This very practical session, honed through work in Hong Kong in second language settings, demonstrates how simple tweaks to current practice supports students to write as well as they talk. It also demonstrates how to get it right for boys in ways that work for girls as well.

Speakers:

Neil Mackay, director, Action Dyslexia Ltd

Handout

 

And Saturday 7th October - SL33 - Going for mastery and greater depth

Life without levels creates opportunities to provide stretch, challenge and risk for students with age/ability appropriate “thinking” but weak basic skills.This lively and interactive presentation models evidence-validated solutions based around formative evaluation, questioning, alternative evidence of achievement and scaffolding to create deep learning that sticks. Also covered is the importance of “proper/earned praise” during questioning and marking to emphasise the relationship between growth mindset and resilient approaches to learning.

Speakers:

Neil Mackay, director, Action Dyslexia Ltd

Handout


** EDIT**

I had originally prepared this presentation weeks ago and upon reflection about how to connectlearning, especially for smart students whose thinking is better than their basic skills, I have come up with these slides. 

Extra slides

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Client Feedback

The combination of your address to the plenary session at the start, working with individual departments and your presentation to parents and others proved to be remarkably successful. Indeed, overall, it was one of the most successful visits of its kind I have ever seen. Moreover the way you engaged with our staff, some of whom have been quite resistant to some of these notions was outstanding. It is a real gift you have and I thank you for your work with us.
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