Bimali Indrarathne

Bimali Indrarathne

Bimali has been an English teacher, teacher trainer and a researcher and recently ran a teacher training project in Sri Lanka on dyslexia and English language teaching.

Activity

  • Hi Lucy, as far as I know there's no research that has directly investigated the effect of mental blackboard strategy using dyslexic and non-dyslexic students. But, there is research on the impact of MSLT. For example:
    Nijakowska, J. 2008. An experiment with direct multisensory instruction in teaching word reading and spelling to Polish dyslexic learners of...

  • Hi Theodora, I think the best way to understand if students really visualised a target word is by checking their actual performance; not only immediately after they visualised, but also in later tasks. You can also ask learners to explain their visual image like Margaret Crombie does in this video.

  • Hi Christina, they are randomly assigned, so there isn't a specific number.

  • Hi Allison, yes we understand that it's important to have a discussion after receiving feedback. At the moment we haven't got a separate space where you can individually discuss feedback with your peer, but we will see about possibilities.

  • Thanks Viki for raising this up. Unfortunately, we haven't got a separate space on the platform where you can individually discuss feedback with your peer. But we understand your problem, the importance of getting things clarified. I will discuss this with our lead educator and see if we can offer a solution.

  • Hi Davey, thank you for raising these issues. We will see how we can make changes to this task in future.

  • Thanks Rachel for raising this up. We will see what can be done.

  • Hi Vega, thanks for bringing this up and being a very active participant. It's great to see that you've completed most of the tasks in Week 3. Some participants may take more time to complete tasks. We are also still at the beginning of Week 3. So let's wait and see if your peer will upload the task later this week. Meanwhile, please continue doing the other...

  • Hi Teresa, you might find these websites useful. They explain some visual memory techniques. https://www.developinghumanbrain.org/memorization-techniques-for-students/ https://www.fluentin3months.com/visual-memory-techniques/

  • Hi Teresa, can you please tell us which article you are referring to?

  • Of course you can show them to teachers Giulia :)

  • Good points Bijal. You will get to know about these during the course

  • Very well pointed out Graziella

  • Good ideas Kalliopi

  • Well said Tracey

  • Good summary Maria

  • Very true Ana

  • True Klyte, they are good for all learners

  • Good ideas Graziella, hope you'll find connections

  • It's great that you've already started using them Beatrice

  • Thanks Carmen

  • Good idea Zoltanne. Making students create the cards saves time for teacher as well.

  • Yes Virginia, good point

  • Hi Gary, yes I agree with your point. Perhaps that's a better suggestion. I think individual teachers can come up with their own techniques to suit their learners' needs.

  • When we create mind maps, it is necessary to write keywords. When capital letters are used, these words become clearly visible and they enable learners to store new information more like images.
    Tony Buzan (the father of mind mapping) advised writing in capitals. 1) they can be read more quickly and easily than cursive writing & 2) it takes longer to write...

  • Of course Ghita. They can be used in different stages of a lesson.

  • Good ideas Petra

  • Good suggestion Constance

  • Nice activities Carlotta, thanks for sharing

  • Hi Ghita, perhaps you can give additional/more challenging tasks to early finishers to keep them interested.

  • I get your point about repetition Najma. Perhaps you can give an additional task to early finishers who have already grasped the words. Or else you can give them additional/more challenging words.

  • Yes Blair, keeping the balance is also important

  • I agree with your point on treating them equally Esmeralda. And also this depends on students' confident level. If you offer a lot of help beforehand and if students are confident to do it, I guess it's ok. It might also give a sense of accomplishment.

  • Nice activities Susan, thanks!

  • I agree with the alternatives that you have suggested Andrea. I think pair work would also work well.

  • Nice activity Susan

  • Nice ideas Yamina

  • Thanks for the link Yamina

  • Thanks for the reply Rebekka. Yes, it seems more boys are detected than girls because girls tend to develop successful coping up strategies.

  • Thanks for sharing this experience Branka. We hope that you'll get some useful tips that can be useful for your daughter too.

  • Thanks for the link Efrossini

  • Yes Efrossini, your explanation is spot-on! For the last question - it seems it's not so. They show problems frequently because they are not able to cope up.

  • Good point Shauna

  • Thanks for the link Oksana

  • Good suggestion Victoria

  • Thanks for the link Susan

  • On the next page (2.11), you can download a list of websites and apps

  • On the next page (2.11), you can download a list of websites and apps

  • I agree with your point about how to use the course book Amanda. I think teachers should be flexible in selecting the suitable activities.

  • Good tips Graziella

  • Good techniques Helene, nice to see you are already using these.

  • Good ideas Eleanor

  • Good points Joseph.

  • Thanks Maria

  • We are glad that you found these useful Grazia

  • Good answers Rosa

  • Traditional exams is a common issue in many contexts. What about setting up different expectations for dyslexic learners? E.g., number of items to be completed

  • Well said Micaela

  • Good point Kathryn. It could be a bit informal then.

  • There's a chapter on Assessment in Kormos & Smith (2012) - Chapter 8

  • Thanks Marianne for the reflection

  • True Mercedes

  • Thanks for the link Virginia

  • Good point Eduarda

  • Don't worry Eduarda, try to catch up

  • Hi Penny, you might find this useful. A chapter in an anthology edited by Nata Goulandris called 'Dyslexia in Different Languages' (published by Whurr in 2003).

  • It is encouraging to learn how you accommodate this student Vivienne. If the student completes all tasks successfully and does not show that he hasn't paid attention to what is going in class, I guess less monitoring is not a major problem.

  • Very good point Laura

  • We are glad that you've found a strategy Carla

  • Yes Hanae, most of these techniques are useful to teach all learners