show and tell - clean in the classroom

[caitlinwalker]

Between 1999 and 2009 we've been looking at different ways of bringing clean into our classrooms. We'd like to share some practise and to hear what others are doing. Maybe take it in turns and build up a series of resources.
Primary:
When you're learning really well, you're like what? Develop the metaphors using clean questions then ask children to draw them and have them around the classroom. Teachers then use them in poetry and creative writing as well as asking - Bobby How can I help you to be that soaring eagle or Samira what happens just before you're a ticking clock?

Secondary:
How do you become.... Developing a metaphor landscape for getting really angry. Pupils help one another to storyboard their strategies for getting angry and turn it into GCSE art project

Tertiary:
Students develop metaphor models for how they organise time, make decisions, get inspired and learn at their best. They share these models in small tutprial groups and coach one another to learn and study at their best

Tertiary - Trainee Teachers
Offering PE teachers the clean feedback model both to use with pupils during PE lessons and also to teach pupils to use with one another. This helps pupils develop their ability to articulate what they're seeing and hearing and why it is and isn't working.

What are some other people doing?

[Steve Saunders]

I will encourage Julie Sellars to connect with you, Cailtin. Julie is a fellow non-lexic, who is the learning difficulties coordinator/assessor at Plumpton College in Sussex. She trained in emergence with us and has applied it to helping the students deal with a wide range of forms of "dyslexia", such as organisational, reading difficulty, comprehension difficulty, writing difficulty, spelling, dyscalculia. A majority percentage of staff and students there fit the dyslexia-spectrum.

Julie is having great results using space, spinning and emergence, and is influencing the design/delivery of training for teachers specialising in dyslexia/learning difficulties, centrally in London. I visited her college for two days, meeting an incredible range of amazing people - that place is the real hogwarts where non-lexics work with plants (herbology), animals (care of magical creatures), forestry, and many more vocational subjects.

One kind of problem with spelling-reading difficulty is that the reader can have forgotten the first words of a sentence by the time they get to the end, and so to comprehend they drew the sentence word by word - comic-strip or still pictures. By placing written words on objects and inbetween/around, the non-lexic can go from picture to sentence and cross-check back to picture, and vice versa.

Julie immediately got the idea of pictographic language for non-lexics, and will be involved in the project to make this happen.

best wishes

Steven