Workshop 4: Creating Material and Exam Adaptation
Different Learning in English Dyslexia in EFL Workshop
#4: Creating Material and Exam Adaptation
Teacher Manual Oct 2020 Kenitra, Morocco
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IncLDE Teachers
Creating and Adaptation In this workshop you will apply the concepts of Multisensory Structured Language learning and teaching, as well as other principles covered in Workshops 1, 2, and 3: accommodation, differentiation, phonological processing and signs of dyslexia in young learners, related to the EFL classroom practice. We will revise the main points and how they are reflected in tasks, activities, as well as materials - both physical and digital. We will also create teaching material or tools, both physical, with paper, colour pens, glitter glue, etc., and digital, using some popular online tools. Finally, the participants will embark on adapting their existing exams, or parts of them, and discuss the challenges they might have in implementing these accommodations.
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Workshop 4: Creating Material and Exam Adaptation
Aims - revise the basic principles of ‘Dyslexia-friendly’ activities and accommodations, MSL and differentiation - revisit basic signs of Dyslexia in EFL classroom and how phonological processing is related to them - get some experience in creating original material and activities - become comfortable with digital tools
Tasks - learn simple tricks and tips how to make your activities more engaging and multisensory - understand how to apply appropriate changes to your tests
- exchange ideas and discuss the theoretical background: • Signs of dyslexia in EFL • Importance of phonological processing • Typical accommodations in practice • Differentiation in classroom and activities • MSL principles • The qualities of ‘Dyslexia-friendly’ classroom activity
- adapt an existing test or exam so that it has the appropriate accommodations for your students
- create an activity or study material: one physical and one virtual
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. Page 3
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. Revise key concepts 2. Create MSL activities 3. Adapt an existing exam according to accommodations for dyslexic students
5 min.
Provide overview and housekeeping.
inclde.weebly.com
Warm-up and introductions: Revision of concepts from other three workshops
10 min.
Group work: participants analyze sample activities and relate them to concepts related to teaching students with dyslexia
Sway presentation on MSL activities/ material
Main points: - 6 principles of MSL - Accommodation and differentiation - Signs of dyslexia and phonological processing
20 min.
In three groups, participants summarize the previously learned concepts and present how they should be reflected in tasks and activities by giving a good and bad example.
Handouts – Mind Maps and Infographics created by participants in previous workshops Flipchart paper
Create teaching material that corresponds to MSL principles Objective: Integrate the knowledge and apply it to practice
15 min.
Pair work: create a piece of teaching material by crafting
Crafting materials (paper, scissors, glue, pens,…) Wheeldecide.com – to decide which pair will do which material
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Workshop 4: Creating Material and Exam Adaptation
Break: 15 min
Activity (Outline)
Estimated time
Method
Resources
Exercise: Create digital teaching material that corresponds to MSL principles Objective: Integrate the knowledge and apply it to practice
15 min.
Pair work: create a piece of digital teaching material or task/activity
Laptops, smartphones, WIFI Wheeldecide.com – to decide which pair will do which material
Exams Challenge: How can we accommodate students in exams?
15 min.
This can be done individually or in pairs, depending if participants follow the same curriculum. They consider an exam (or a part of it) and adapt it so that it aligns with principles of accommodation.
Hands-on activity Flip chart paper, or A4 paper
Closing Share experience and memorable moments, comment on the ideas from the previous activity
15 min.
Share challenges with the group. Answer questions and queries
Open group discussion inclde.weebly.com
Training Evaluation Feedback Next Steps
5 min.
Encourage teachers to create original material and activities and share with their colleagues. Point out further reading and online support Share end of workshop survey.
inclde.weebly.com Microsoft Form
Participants-Teachers are asked to bring their laptops/tablets/smartphones and exam question samples 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. Page 5
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 4: Creating Material and Exam Adaptation
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
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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