F.A.T. City
F.A.T. City Workshop notes
Visual Perception: [blurry picture] don’t tell student to look at (whatever) harder; don’t promise something in return for an answer (no bribes); don’t take things away from student; don’t blame the victim (she’s not trying hard enough)
Reading Comprehension: 95% textbooks and 93% teachers teach comprehension through vocabulary. Comprehension has to do with background and training, students need direct instruction
Visual perception: [title for a story] affects behavior, students get in trouble without knowing what they did wrong.
Visual Motor: [handwriting in a mirror] hold a mirror up on the desk above a diagram and have student look directly into mirror and try to trace the diagram. This is what its like for students with visual motor impairments
Oral Expression: [story without the letter ‘n’] dysnomia – a word finding problem-speaking to cognitive problem. Problem with storage/retrieval. Everything we do in life is an associative task (2 or more), only 1 cognitive task at a time.
Reading and Decoding:[story with interchangeable ‘pdbq’] difficulty with reversals. Don’t say it’s easy. May be reading but not decoding, not understanding.
Auditory and Visual Capabilities: [story understood by listening] have to hear something in order to make sense of it. For these students books on tape are perfect
What is Fairness? Lawrence Colberg says its when one get what one needs, in order to be fair we’ve got to treat students differently.
Experiencing Frustration and Anxiety, Tension: Definition of exclusion; Anxiety affects performance, if I can’t see the teacher he can’t see me.
Processing (Pace): pace is too fast; LD’s are processing the questions and then the answer. Takes twice the processing time. Usually will be punished for processing problem
Distraction & Attention span are two different things
Risk-Taking: asking “who want to volunteer?’ don’t like surprises-want to know what is going to happen-don’t want to be embarrassed, no praises
Additional Notes: using sarcasm stays with the child.
Visual Perception: [blurry picture] don’t tell student to look at (whatever) harder; don’t promise something in return for an answer (no bribes); don’t take things away from student; don’t blame the victim (she’s not trying hard enough)
Reading Comprehension: 95% textbooks and 93% teachers teach comprehension through vocabulary. Comprehension has to do with background and training, students need direct instruction
Visual perception: [title for a story] affects behavior, students get in trouble without knowing what they did wrong.
Visual Motor: [handwriting in a mirror] hold a mirror up on the desk above a diagram and have student look directly into mirror and try to trace the diagram. This is what its like for students with visual motor impairments
Oral Expression: [story without the letter ‘n’] dysnomia – a word finding problem-speaking to cognitive problem. Problem with storage/retrieval. Everything we do in life is an associative task (2 or more), only 1 cognitive task at a time.
Reading and Decoding:[story with interchangeable ‘pdbq’] difficulty with reversals. Don’t say it’s easy. May be reading but not decoding, not understanding.
Auditory and Visual Capabilities: [story understood by listening] have to hear something in order to make sense of it. For these students books on tape are perfect
What is Fairness? Lawrence Colberg says its when one get what one needs, in order to be fair we’ve got to treat students differently.
Experiencing Frustration and Anxiety, Tension: Definition of exclusion; Anxiety affects performance, if I can’t see the teacher he can’t see me.
Processing (Pace): pace is too fast; LD’s are processing the questions and then the answer. Takes twice the processing time. Usually will be punished for processing problem
Distraction & Attention span are two different things
Risk-Taking: asking “who want to volunteer?’ don’t like surprises-want to know what is going to happen-don’t want to be embarrassed, no praises
Additional Notes: using sarcasm stays with the child.