Dyslexia in EFL Workshop #3

Workshop 3: Multisensory Structured Language

Different Learning in English Dyslexia in EFL Workshop

#3: Multisensory Structured Language

Teacher Manual Oct 2020 Kenitra, Morocco

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IncLDE Teachers

Multisensory Structured Language In this workshop you will define the concept of Multisensory Structured Language learning and teaching, and discuss the kinds of accommodations that can be offered to language learners with dyslexia in foreign language classrooms with regards to the principles of MSL. We will discuss the main principles of MSL, and explore how this is applicable to the English Language activities.

We will also come up with practical solutions of how to apply the principles of MSL in our classroom.

Finally, the participants will talk about their own language learning, and reflect on the importance of multisensory approach for all students, not just the ones with Learning Differences.

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Workshop 3: Multisensory Structured Language

Aims - define and explain the principles of Multisensory Structured Language (MSL) teaching - understand what makes an activity MSL - critically evaluate activities - identify the most suitable adjustments to the activities that can be introduced in the foreign language classrooms so that they allign to MSL principles

Tasks - explore the principles of Multisensory Structured Language (MSL) teaching

- create thinglink presentation which is an MSL adaptation of your existing (next week’s) activity)

- create a mindmap and an infographic about MSL - watch the PowerPoint presentation(s) on two activities following the principles of MSL teaching - familiarize with Teach your monster to read, online learning platform for young learners

The material and the content in the workshop, unless stated otherwise, is based on two online courses: 1. http://dystefl2.uni.lodz.pl/ By: Nijakowska, J., Kormos, J., Hanusova, S., Jaroszewicz, B., Kálmos, B., Imrene Sarkadi, A., …Pižorn, K. (2015).

DysTEFL2 – Dyslexia for teachers of English as a foreign language. Self-study course. Erasmus Project.

2. https://www.futurelearn.com/courses/dyslexia DYSLEXIA AND FOREIGN LANGUAGE TEACHING LANCASTER UNIVERSITY By Lancaster University.

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IncLDE Teachers

Agenda Time: 2 hours Facilitator: Martina Matejas, MEd Expected Number of Participants: 10-15 Activity (Outline)

Estimated time

Method

Resources

Welcome

5 min.

Facilitator explains her role Website and framework of the work- inclde.weebly.com shop.

Learning objectives: 1. Define and explain the principles of Multisensory Structured Language (MSL) teaching 2. Understand what makes an activity MSL 3. Identify the most suitable adaptation of existing tasks that align to MSL principles

5 min.

Provide overview and housekeeping.

inclde.weebly.com

Warm-up and introductions: First hand experience with a Multisensory Activity

10 min.

Group work: participants play a handclapping game on months and colors.

N/a

Main points: - 6 principles of MSL - Teacher role - Teaching techniques

20 min.

In two groups, each group reads one article and creates a Mind Map, using Mindmeister.

The participants share the maps

Handouts – Articles by Dyslexia Association Mindmeister.com

Exercise: Watch Mindmeister presentation on MSL Show an infographic and diagram on MSL Objective: Systematize the knowledge from previous task

15 min.

Pair work: create a diagram or infographic, using the info from the Mind Map in previous task

Projector, Mindmeister.com Flipchart paper

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Workshop 3: Multisensory Structured Language

Break: 15 min

Activity (Outline)

Estimated time

Exercise: Analyze three activities

15 min.

Accommodation 15 min.

Main challenge: How can we implement MSL and adapt existing activities?

Method

Resources

Groups of three or four: each group gets a different activity to analyze, and creates a summary of the MSL elements.

Digital presentations Teachyourmonstertoread.com

This can be done individually Hands-on activity or in pairs, depending if partic- Flip chart paper, or ipants follow the same curricThinglink.com ulum. They consider an activity they will have ‘next week’ and adapt it so that it aligns with MSL principles. If appropriate, Participants should create a Thinglink interactive presentation to demonstrate their activity.

Closing Share experience and memorable moments, comment on the ideas from the previous activity

15 min.

Share Thinglinks with the group Answer questions and queries

Open group discussion inclde.weebly.com

Training Evaluation Feedback Next Steps

5 min.

Encourage teachers to use inclde.weebly.com MSL in class and to talk to their Microsoft Form colleagues about it.

Point out further reading and online support Share end of workshop survey.

Participants-Teachers are asked to bring their English Books along NOTICE The information in this document is designed to be used by the workshop participants and facilitators.

IncLDE reserves the right to change the segments of the workshop under circumstances such as, but not limited to, less time available, significantly increased or decreased number of participants, non-availability of technical equipment at the venue. All the pertinent material will, however, be available digitally.

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IncLDE Teachers

Who is this workshop for?

This workshop is one of four in the series about teaching English as a Foreign Language (EFL) to Moroccan students with dyslexia.

It is ideal for Elementary and Secondary school English teachers. It can also be beneficial for High School teachers as well as young trainee teachers or University students within Methodology or Didactics courses.

The workshop is an introductory level, hands-on experience aiming to give a general perspective on the issue of having one or two students in a classroom who have dyslexia or other dys-constellation Learning Difference.

Participants are not required to do any work prior to or after the workshop, but they are invited and encouraged to. They are neither required to attend all workshops in any particular order, but they will get a fuller and deeper understanding and more functional tools if they do.

Apart from the workshop, there is an eightweek blended course on similar topics, where atendees will have assignments, read literature, take quizzes, and create a project.

The course is a more comprehensive opportunity to create activities and put into practice what is being learned.

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Workshop 3: Multisensory Structured Language

About the instructor

Martina Matejas has a Master’s Degree in Education (English Language and Literature) and over ten years of teaching EFL experience. She specialized in teaching to students with reading difficulties and online teaching.

Her interests are predominantly digital - creating activities and learning material which is multi-sensory and interactive, as well as captivating. Some examples are: mind maps, quizzes, vocabulary study sets, comic books, and videos.

She has been living in Kenitra sice 2016, working at ALC as a teacher and administrative assistant. She speaks French and Arabic, as well as Swedish and a bit of Italian. Her mother tongue is Croatian.

Apart from being an English teacher, Martina is a part-time yoga teacher and a massage therapist. She likes art and design, and her favorite hobby is knitting.

You can contact her via the website inclde.weebly.com, or by email inclde.maroc@gmail.com, and follow her writing on Medium.com.

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IncLDE Teachers

ďƒźTeachers This study material has been developed for the purpose of Workshop on EFL activities for students with dyslexia. The activities have been developed for the Moroccan EFL lessons. Creative commons attribution licence applies.

Morocco, 2020

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Different Learning in English