Teaching Alligators

PGCert Blog for Phoebe Stringer. Teacher at Wimbledon Technical Arts and professional Fine Artist


Formative assessment IP Unit

Formative Assessment Action Plan PGCERT IP unit 

‘The Dyscalculia /Dyslexia Board”

I’ve been softballing this idea in my head for at least a year or so for a variety of reasons- one of which is my own personal struggle with Dyscalculia (a learning disability that hinders the individual’s ability to comprehend and utilise mathematics- consider it a dyslexia for numbers) and the others being my observations of the positive effect my previous attempts had made on my student body. 

In the past I’ve researched how to help people with D/D (Dysclacluia and Dyslexia) and came up with some quick ‘hot fixes’ such as recommended by multiple institutions built to help accommodate D/D people into the classroom; Printing large and colourful dates onto paper to hang on the wall for easy referencing, for example hand in dates or formative assessment dates, to help students quickly check and remember important dates. Having the dates be referenced in both formats, E,g “Tuesday the 14th of February” and “14/02/25” in every mention, Having a week timeline printed out and the important date as a uniquely coloured block. 

These have worked well for my student body so far, but as we frequently move classrooms and adjust timelines I found the technique fell to the wayside; hence my new idea a mobile and permanent “Friendly Date Board” that is a dedicated board that only displays important dates in a D/D friendly manner which is always up in the classroom (and moved to new ones). In the past I’ve stuck the dates onto the wall with bluetack, but with a more dedicated set up I could make a whole board with D/D legible colours and format that my students can always reference. 

Ideally this will help take pressure off from losing key dates on their phones or feeling unsure of how many weeks are in a project- all the details they need including a little week by week checklist would help reassure and guide their time management. 

References:

  1. British Dyslexia Association (BDA)
    British Dyslexia Association (n.d.) Dyscalculia. Available at: https://www.bdadyslexia.org.uk/dyscalculia[Accessed 27 May 2025].
  2. Dyscalculia Network
    Dyscalculia Network (n.d.) Resources and support. Available at: https://dyscalculianetwork.com [Accessed 27 May 2025].
  3. The Dyscalculia Association
    The Dyscalculia Association (n.d.) Home. Available at: https://www.dyscalculiaassociation.uk [Accessed 27 May 2025].
  4. Twinkl
    Twinkl (n.d.) Dyscalculia resources. Available at: https://www.twinkl.co.uk/resources/send-inclusion-teaching-resources/specific-learning-difficulty-areas-of-need-primary-send-inclusion-key-stage-1/dyscalculia-cognition-and-learning-difficulties-areas-of-need-primary-send-inclusion [Accessed 27 May 2025].
  5. TTS Group
    TTS Group (n.d.) Dyscalculia & maths support. Available at: https://www.tts-group.co.uk/primary/sen-special-direct/dyscalculia-maths-support/ [Accessed 27 May 2025].
  6. Dyscalculia Information Centre
    Dyscalculia Information Centre (n.d.) Home. Available at: https://www.dyscalculia.me.uk [Accessed 27 May 2025].
  7. Dyslexia UK
    Dyslexia UK (n.d.) Free resources. Available at: https://www.dyslexiauk.co.uk/resources [Accessed 27 May 2025].
  8. The Brain Charity
    The Brain Charity (n.d.) Dyscalculia. Available at: https://www.thebraincharity.org.uk/condition/dyscalculia/[Accessed 27 May 2025].
  9. Imperial College London – Disability Advisory Service
    Imperial College London (n.d.) Dyscalculia support. Available at: https://www.imperial.ac.uk/disability-advisory-service/support-available/splds-and-autism/specific-learning-difficulties/dyscalculia/ [Accessed 27 May 2025].
  10. Aim Forward
    Aim Forward (n.d.) Dyscalculia assessments and support. Available at: https://aimforward.co.uk/services/dyscalculia/ [Accessed 27 May 2025].

Comments

One response to “Formative assessment IP Unit”

  1. Carys Kennedy Avatar
    Carys Kennedy

    Thank you Phoebe for sharing your proposed intervention of a “Friendly Date Board” which is designed to foster inclusion for students with Dyscalculia and Dyslexia.

    This is a really practical idea which has potential to be supportive for D/D students as well as the broader student cohort, and it’s great to see how you’re using your own lived experience as inspiration for this. At the moment, the focus is specifically on D/D students, and I am wondering if there are any ways to build on your idea to support even more students. For example, I’m thinking how this could support students with different language backgrounds and/or make students aware of religious observances*? I mention this because intersectional social justice is part of the learning outcomes for the unit – so thinking about multiple marginalisations will support you to respond to this.

    I’m also wondering if there are any inadvertent risks to your proposed intervention? For example, might any dates not reflected on the board be perceived as ‘unimportant’? What if students become reliant on the Friendly Date Board but there are gaps/errors on it, or it isn’t updated for any reason (e.g. staff absence)? What if students are absent/working remotely and can’t see the physical date board? These are the finer details you can consider in your reflective report if you wish.

    Finally, please find some further questions/thoughts as provocations to support the development of your intervention plan:

    • Be prepared to articulate why you have chosen your intervention, and what the evidence base is for its importance. I recommend using dashboards.arts.ac.uk to look at relevant data for your course, such as awarding gaps, retention/continuation gaps, and NSS data.

    • When you get to your reflective report, you will need to articulate about your own positionality in relation to your intervention, so do keep this in mind throughout the intervention’s development. How does your positionality influence the choices you make, what you do/don’t consider, and what potential biases may you need to mitigate against?

    *UAL Religious and Cultural Observances calednart: https://canvas.arts.ac.uk/sites/explore/SitePage/45803/participating-in-religious-and-cultural-observances

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