This is a Continuing Professional Development (CPD) course.
There are no set dates as this course is available on an on demand basis
Price £190.00 (includes a copy of the CAML** materials).
Book via ELT well: BOOK NOW
Tutor: Dr Anne Margaret Smith
Course Code: CPD001
Level: SASC Accredited (5 hours)
Assessments/Exams: Throughout the course you will be asked to reflect on your learning. At the end there is a short written task (approximately 200 – 300 words) which must be submitted in order to gain your certificate.
Duration: 5 sessions, each of about 60 – 90 minutes.
Dates: On demand. The course will be live for 2 weeks from the point of enrollment.
Estimated Student Study Time: Approximately 60 – 90 minutes per session. There are 5 sessions which can be done in a day, or spread over 2 weeks, according to personal choice and circumstances.
Pre-Requisite Course(s): Participants should hold a recognized Level 5 qualification in working with dyslexic learners.
Delivery: Online Distance Learning – supported self study.
Required Materials**: Cognitive Assessments for Multilingual Leaners (CAML).
All participants will receive a copy of the CAML on registering for this course. Once the materials have been sent, the course materials will be made available. Please specify which version is most appropriate for your context:
1) CAML+ (for learners aged 16 and above)
2) CAML-young learners (for students aged 7 – 15, and those who may be slightly older but have had no formal education in their own language)
Please contact Anne Margaret if you would like to discuss your needs.
Session 1: Issues and challenges
- What is neurodiversity, and who are our multilingual learners?
- What are the key challenges of assessing multilingual learners for SpLDs?
- How can we gather the background information we need?
What background information do you need to collect from multilingual learners?
Outline your strategy for obtaining it.
Session 2: Evaluating literacy practices.
- How is it possible to evaluate literacy if the person doesn’t speak English?
- What can we do if the person we are assessing has had little or no education?
Which aspects of literacy are likely to be affected by
- a) various forms of neurodiversity?
b) writing in a language that is not your strongest spoken language
Session 3: Assessing memory
- How is it possible to assess auditory memory without inadvertently testing English language proficiency?
- How is it possible to assess visual memory without assuming a high degree of cultural knowledge?
What factors might affect memory?
How can we take these factors into account when administering the tasks and interpreting the results?
Session 4: Processing
- Does speed of processing differ depending on which language is being used?
- What aspects of phonological awareness can we assess if we don’t share a language with the person?
- What factors do we need to be aware of when interpreting tasks of processing?
How would you set up these tasks when working with someone whose English proficiency level is not high (and that you do not share another language with)?
Session 5: After assessment
- How do we interpret the performances on the tasks, in a holistic way?
- What is the best way to give feedback to the learner?
- What would be the next steps?
Look at a case study and produce a short memo for teachers working with the learner. Identify the strengths and areas of difficulty, as well as some appropriate strategies for the learner.