Webinar Maths and SLCNJean Gross CBE

 --------------------------------------------------The webinar slides, plus additional strategies, can be downloaded and printed from:

http://bit.ly/Jeanwebinar2

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A quick poll

• What proportion of the children on your school’s SEN register have SLCN?

• How confident are you about your school’s provision for these children?

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• Explore the difficulties that maths can pose for children with SLCN

• Discuss practical strategies to support these children.

Aims

Speech, language and communication difficulties• Listening and attention• Understanding language (receptive language difficulties)

• Speech sounds and talk (speech difficulty, expressive language difficulty)

• Social communication (semantic-pragmatic disorder, autistic spectrum disorder).

‘Hidden’ SLCN

• Maths and literacy difficulties are often caused by unrecognised SLCN.

Children with SLCN may have difficulty:

• responding quickly, explaining  their thinking• using and understanding maths vocabulary.

My Dad’s been in one of those...

Guess the mathematical vocabulary...

Children with SLCN may have difficulty:• understanding spoken language, especially if the speech is fast and the language is complex - few/fewer/fewest, ‘a number that is not a multiple of ten’

• discriminating sounds -‘teen’ and ‘-ty’.

Children with SLCN may have difficulty: • remembering spoken information, especially where order is important, eg a list of instructions, a set of numbers

• coping with complex demands, for example writing while following spoken instructions, or counting while remembering a number

• holding numbers in their head while doing calculations, rapid recall.

 ...and sometimes may:

• have difficulty using language in a social context, for example problems with listening, turntaking, and sharing conversations

•  take things literally – ‘two hundred and sixty’ becomes 20060.

Strategies: Responding quickly • Ten second rule• Tell them the question and that you’ll come back to them later

• Talk to a partner.

Talk partners

• Of these three numbers, which is the odd one out and why?

• Think of an answer then explain to your partner how you worked it out.

Strategies: Explaining their thinking• Scaffold with talk frames

Talk frames: Comparison

Year 1• They are the same because…………………

• They are different because………………… is………… and………… is……………

Year 6 • In some ways……… and….. are alike. For instance they both……………………

• Another feature they have in common is that………………………

• However they also differ in that…. For example…………….. whereas…………….

• The similarities/differences seem more important than the similarities/differences because…….

Talk frames: Explanation

Year 1• I know………… because…………………..

• ………………. is in between/after/before because …………………..

• The answer is……… because……….

Y5• I think the question means………. so the answer would be…………….

• I know that………… therefore I would try out………………………

• The reason………………… is that…………………  

• …………. is due to…………………• So far I have discovered/worked out that…………………………………

Three waves of support for maths 

Wave

1

Everyday communication -supportive classroom maths teaching

All children

Wave

2

Small group maths interventions that support language too

Just below age-related expectations

Wave

3

Individual intervention with a trained and supported teaching assistant

Struggling

Intensive intervention on an individual basis with a highly trained teacher

Lowest-

attaining

Wave 1: Role play• Year 6 football manager’s office... fixtures, transfer fees, probabilities

• Travel agent, farm shop... 

Wave 1: Teacher and TA language

• Model  language by describing what children are doing as you work alongside them

• If child says something in the wrong way, model it back in correct form 

• Ask open rather than closed questions.

‘You made the car go straight ahead then

turn left’

My shape’s got three point bits.

Yes, it’s got three corners.

Opening-up questions

• What do you think…?

• How do you know…?

• Why do you think that…?

• Do you have a reason…?

• How can you be sure…?

• Is this always so…?

• Is there another way…?

• What if…/What if… does

not…?

• Where is there another

example of this…?

• What do you think happens

next…?

Wave 2: Have a look at Talking MathsSmall group programme for Y1-7Education Works – Mathematics:http://bit.ly/TlB2vr 

Wave 3: Have a look at Every Child Counts

One-to-one and small group tuition for all ages, with a major focus on developing language: www.edgehill.ac.uk/ecc

For  more ideas

• Time to Talk, Jean Gross, nasen/Routledge

• Guidance to Support Pupils with Speech and Language Difficulties National Numeracy Strategy  http://dera.ioe.ac.uk/4876/

Questions & Answers--------------------------------------------------Download the additional strategies at

http://bit.ly/Jeanwebinar2 

Conference: The New SEND Framework: Legal Obligations & Practical Solutions

11 November, central LondonEffective implementation of the new SEND Code of Practice in Schools – definitive 

legal guidance and up-to-date best practiceSave up to £50 if you book before 26 September

http://bit.ly/SEND14