Oliver

First teaching session - 14th September 2011

One of my first tasks was to begin developing Oliver's time telling skills, now fifteen he really does need to have this skill in place. To do this, I use the Charlotte Clock because it was built around the Down syndrome and SEN learning profile. We begin with digital time, mastering this to 90% accuracy before moving on to analogue format. During our first meeting Oliver's mum told me he has recognised the quarter and the half past positions on occasion but has no understanding of the concept of time. So this will be great when moving to work with analogue time.

Quickly then, let's look at the face. There are two sets of numerals, clock hands are labelled - 'hour' and 'minute' . We use a three step method to begin with which quickly consolidates to two steps then I find, as was the case with Oliver, that children mostly look and read the time. Using the practice clock (same face), after talking about the elements on the face, and how to set moments of time, Oliver got to work: 2:10 Oliver placed the hour hand at 2 (black) and the minute hand at 10 (red), then was encouraged to say the two numbers together 2 10, then to put it into a time context..."So the time is 2:10." Next, 2:45 hands placed correctly, then read together 2 45 (it is important to point to each number as a prompt). "So the time is....?"

Because Oliver has not been exposed to numbers in the higher decades, he found it tricky to name some of them so I would say a number first. He soon got the hang of naming the red numerals to 60.

Further, I have a working clock (same face) on the wall opposite to where the pupil sits, where I monitor the time to give him reading opportunities at precise five minute points. Mum also has a working and practice clock at home so Oliver can practice between sessions. School too is using the same resource and provides more practice during his numeracy sessions two days a week. This arrangement seems to be working well. I was very pleased with his initial readings, Well done Ollie!

Next, we moved to work with numbers to 10

There is a lot to be learned about numbers before a child knows what they are and what can be done with them! For example 'size' 'position' 'relationships' 'number properties' and 'number concepts' number bonds, number facts to 10, There are 120 addition and subtraction facts with numbers up to 10. Who has fogotten this???

The easiest 'tool' I have used with children with SEN in building up this knowledge, is the Counting Board filled with graded unit blocks to 10. There is a special place for the numerals or number markers 1, 2, 3, 4, to 10 (see photo), but first we work with only the block representations to gather information about each block. Understanding relationships is a crucial building block, so is developing a child's natural sense of numbers.

Differentiation

In school when helping children with SEN to understand numbers, learning is differentiated to accommodate the difficulties by making the tasks smaller or simpler and often involves working with number 1 to 3 or 1 to 5 only. How can the relationships taking place with the whole series to 10 then be seen or grasped? How would a child see that 5 is in the middle of the series, or which consitutes the small numbers and those that are bigger? What about knowing that 4 comes before 5 and is one unit smaller, or that 5 comes after 4 and is one unit bigger? How would this information be learnt from using numeral cards 1, 2, 3, 4, 5, 6, etc., where there are no clues as to the size, position, quantity, oddness, or evenness for example?

The Stern programme is totally differentiated in the way it is taught and through the small step progression, as well as the apparatus. These aspects enable children to work with all numbers to 10 (representations) simultaneously. The differentatiion is done like this; a task is set with a single focus, the objective here is learning about 'SIZE', Therefore, matching blocks to empty grooves is simple, meaningful and easily within the capability of ALL children, but there is more...... Whilst doing this children are developing their ability to scan and judge 'sizes'. They repeat this action ten times thus introducing repetition. A further aspect is in developing a child's reasoning ability and making the task as independent as possible. To do this, the child learns to self-correct any action when necessary WITHOUT the parent or teacher saying it's too big, you need a smaller one..... . When placing a block that is too big into the groove, the immediate visual feedback speaks to the child. they can see why it does not fit, and often a child will say it's too big, I need one less, or a smaller one. If the placed block was too small they can see the gap. This visual cue leads them to try other blocks until they are successful. Errorless learning! The confidence boost that follows can sometimes be imeasurable.

As well as this there are other aspects that children are exposed to such as seeing 'small' blocks 'living' at the beginning and 'big' ones at the end. The biggest block comes last, the smallest one comes first. Then the next smallest, and the next, and so forth. All these facts are EXPLICIT. In contrast to working with numerals 1 to 10, or when counting, or when working with groups of teddies or other objects. A large part is due to the structure of the devices, because all Stern equipment is designed to make the learning as certain as possible.

Oliver wizzed through this task, with the occasional self-correcting. The prompts from me were, "Oh does it fit?" "NO" "Okay try another one." Children find this unthreatening and very satisfying! Moving on to an in dependent task, I asked Oliver to put the blocks in the board in order from the smallest to the biggest - first part of sequencing by size. I placed the 1-block in the board to start him off. He did this with great concentration, with a couple of self-corrections (better they do this for themselves than their teaching assistant!). The objective here it to encourage children to reason for themselves. Everything stays put no matter how long it takes a child to process a piece of information or complete a task. Oliver then decided to repeat this task starting with the biggest block working down to the smallest one! marvellous...

Early Vocabulary

I wanted to see if Oliver's understanding of positional vocabulary was secure or indeed transferring to our situation. I placed the 1-block into the board and asked which comes next, and the next, and the next, each time Oliver selected the correct sized block. The accuracy of this task comes from the 'measuring' of the empty groove with his eyes, then scanning (discriminating) for a block of the same length. The repetition that comes from doing this with all ten numbers, allowing the meaning behind the word to be 'seen' and 'felt'. With the second round I introduced the word 'after' in the same way, as well as the 'next biggest' and the 'next smallest'.

The follow-on Blog looks at how we can adjust the programme to accommodate an older pupil, as well as the pattern work we did together and with getting to grips with the bonds of 10. See you soon!

Oliver!

Overview:
Oliver’s operating levels were within the P levels for maths when the tutoring began in September. Until this term he was attending full-time at a Special School in Somerset. Now in his GCSE year, his schedule has changed. Oliver is a keen photographer and his love of photography has been encouraged by his parents. This term he is attending College one day a week as he hopes to take photography at GCSE. His main source of teaching for this is from private tuition with the lovely Mike, Oliver’s step father. He will continue at school for two days and the remaining day is when he makes the journey to me for a two hour maths lesson.

Focus:

Our focus is on building his understanding of foundation knowledge and facts, and basically going as far as he can in the time we have. We will also be developing his ability to use money in real life situations as well as learning to tell the time. Our work will be supported with a numeracy lesson on both days he is at school. Oliver has a great teaching assistant who is responsible for these lessons. There is also input at home reinforcing teaching tasks through games.

First Lesson:
Our first maths session took place on September 14th. I’ve known Oliver since he was 2 years old, now this tall, handsome teenager, walked into my kitchen with his encyclopaedia of animals and birds of prey tucked under his arm. “This is to look at, in the break,” he informed me. “I shall like that.” I told him, and so we began........

Assessment:
Initial assessment tasks gave me insights into Oliver’s understanding of numbers, and the lack of it…. I wanted to see how he performed with counting; positional vocabulary; number properties; cardinal and ordinal aspects of number; number bonds and operational understanding. Generally, the children and young adults I see don’t much like this part because on some level they know they're failing, even though they may not be able to articulate it. Therefore we moved swiftly into the fun part working with the apparatus. We will be working with different pieces of maths equipment which makes numbers visual and tactile. The learning follows specific stages to ensure that knowledge moves from concrete understanding into abstract understanding with success at evey stage. Our approach is multi-sensory teaching and learning in its truest sense.

In the next post we begin working with the Charlotte Clock reading digital time. .......

Oliver meets the Autumnwatch TV presenters !

I have known Oliver a teenager with Down syndrome since he was 2 years old. The years have marched on, however opportunities arise such that I get to dip into his life and observe his development and growing interests. I would like to begin this new blog with an account of one of Oliver’s passions and how his mum was able to organise a visit to the Autmnwatch TV programme so that Oliver could meet his favourite presenters!

Oliver has been fascinated by all aspects of wildlife and animals ever since he was very small and now has determined that when he grows up he would like to be a landscape and wildlife photographer. His stepfather Mike, who only came into Oliver's life a few years ago, is also mad about all wildlife and outdoor pursuits. Mike is a professional photographer and is very well known for his wonderful photography of children and young adults with Down syndrome. Oliver and Mike are fans of the Autumnwatch TV programme, so hearing the show was to be filmed at Slimbridge Wetlands and Wildfowl Trust (North of Bristol), Oliver's mum Wendy, contacted both Slimbridge and the BBC to ask if there was any opportunity for Oliver to meet the presenters and be part of the small select audience on Autumnwatch unsprung. The BBC production team were fabulous with Oliver, they, together with Iolo Williams, a guest Wildlife Presenter, took him under their wing and gave him a great day out as you can see!


Oliver reporting........

I went to Slimbridge with Mike to see Michaela Strachan, Martin Hughes-Games, and Chris Packham and Iolo Williams on Autumnwatch and Autumnwatch Unsprung.
A nice lady called Becky, from the BBC, showed us the ‘Set’ and the cameras and everything. Iolo (pronounced Yollo) Williams was going to be on the programme as well and he was really nice and talked to me about birds.

I had a chance to talk with Michaela Strachan and for tea I had vegetable lasagne and chips and bread and a Tango and we went back to see the BBC people. Then we sat in the restaraunt and watched the Autumnwatch Programme and then Becky and Sam took us down onto the actual set and we were in the audience for Autumnwatch unsprung. Me and Mike stood at the back and a man brought a fox on the programme and said it was about ten years old. At the end Mike took a photo of me with Michaela, Martin, Iolo and Chris Packham. I came home very late!
Oliver Hellowell

Stern's Structural Arithmetic

Vikki Horner, the Managing Director, has worked in the SEN sector for 19 years motivated by the birth of her second daughter Charlotte, who was born with Down syndrome. Vikki has worked ceaselessly to help with her daughter’s development and set up a Consultancy business in 2001. Since then, she has supported many other children, their parents and their child’s school by sourcing practical resources and providing training and advice in their use. She travels throughout the UK and abroad presenting training workshops on Stern’s Structural Arithmetic method and also on the Charlotte Clock method of teaching children about Time.

Maths Extra now has a small, expert team, who work with Local Education Authorities, Primary Schools, Nursery Schools, Early Years Groups, and Parent Support Groups across the UK providing consultancy work, assessment material, full customer service and on-going training.

Maths Extra focuses on the need for children to learn through “insight and discovery”. Using Stern’s teaching programmes, children discover the meaning of concepts for themselves and as they do, they develop a wide range of skills such as: mathematical reasoning; visualization skills, hand-eye co-ordination; spatial awareness; receptive language, and auditory memory. Children perform actions at every step using concrete materials, developing solid foundations on which to build.