Tutoring sessions

Before starting tutoring
All students must undertake an assessment to determine their level of literacy, language, memory and attention. This is used to develop an individualised learning plan.

Tutoring Structure
Tutoring can be undertaken weekly or as intense holiday programs.

Tutoring session
Tuition is presented in small, sequential and cumulative amounts. Each session is detailed in a Lesson plan.

Lesson Plan
Multisensory tutors devise daily lesson plans for tuition of reading, writing, spelling etc. Activities within the lesson are varied and of brief duration. All the senses are engaged  so that all the pathways to the brain are activated to ensure optimal processing of information to support efficient retention and retrieval.  Lesson plans typically include:

A review of previous lesson and homework:
A review of the previous learning to scaffold lesson success. The previous week’s homework is checked at this time.

White Board Activities:
For younger children this activity aids memorisation through internalizing of patterns on a different scale to desktop paper and pencil. Strategies are given for reducing reversal transposition errors, including self-monitoring and self-evaluation training.
For older students, working at the whiteboard allows the organisation of written patterns on a different scale and allows the tutor to observe any error patterns and incorrect strategies.

Oral language:
A short time each lesson is devoted to oral language. Students are often required to answer questions orally.
Students may continue to hold a pencil in their hand. While the student is using their mind to solve problems, they may need visual and kinaesthetic stimuli to affirm their thinking and learning

New Concepts:  
Once students become comfortable with the lesson format and are ready to build on existing knowledge, new concepts are introduced or a new aspect of previous learning is reviewed or reinforced. The teaching is multisensory is aimed towards student independence.  Guided practice activities follow the introduction of new concepts.

Written analysis:
This is typically a time of silent and intensive writing practice and concentration. As required, students are given a mental break to switch mentally from work to rest and back into work.

Review and homework:
This part of the lesson ties together what has been learnt. Homework is assigned for completion prior to the next session.

Conclusion
Multisensory teaching and learning in mathematics provides the opportunity for the dyslexic individual to become successful and to fulfill their potential, as well as to enjoy what could otherwise be considered a chore.

 

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