{"id":18107,"date":"2021-01-11T16:26:35","date_gmt":"2021-01-11T16:26:35","guid":{"rendered":"http:\/\/www.erickson.international\/en\/?page_id=18107"},"modified":"2021-01-27T16:08:31","modified_gmt":"2021-01-27T16:08:31","slug":"i-teach-you-as-i-have-learned","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/i-teach-you-as-i-have-learned\/","title":{"rendered":"I TEACH YOU AS I HAVE LEARNED"},"content":{"rendered":"
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I TEACH YOU AS I HAVE LEARNED<\/h1>\n

Suggestions and didactic strategies from a teacher with SLD for students with SLD<\/strong><\/p>\n<\/div>\n


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Aimed at curricular and support teachers in the fourth and fifth grade of primary school, this volume “aims to make you actively enter the mind of a pupil with SLD, to make you better understand its functioning characteristics and to make you learn and develop practical and useful strategies to overcome the various obstacles in the path that accompanies learning<\/em> … “<\/p>\n

Filippo Barbera, before being a primary teacher and the author of this book, was a student with dyslexia, dysgraphia, dysorthography and dyscalculia<\/strong>. Secondary school, university, masters and work required commitment, motivation, desire, and also tricks and strategies that the author explains in this volume, helping teachers to understand and concretely support their pupils with SLD<\/strong>.<\/p>\n

Find out more!<\/a><\/p>\n<\/div>\n

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THE STRUCTURE<\/p>\n

1st<\/sup> CHAPTER<\/strong>: through maps, diagrams, examples and illustrations, the functioning of an SLD person\u2019s mind<\/strong> is described, and how the process of writing, calculating and learning work, with the aim of providing teachers with a map that allows them to orientate didactic action;<\/p>\n

2nd<\/sup> CHAPTER<\/strong>: the author explains the “Way Model<\/strong>“, an approach to learning conceived by the author and divided into 4 phases (Analysis, Preparation, Exercise and Verification), which can be customized with the most appropriate strategies<\/strong> for each way of learning, and accompanied by the description of different memorization techniques<\/strong>;<\/p>\n

3rd<\/sup> CHAPTER<\/strong> \u2013 I find it hard to\u2026<\/em><\/strong>: is the section that the author created to help teachers “see” things from the point of view of pupils with SLD; various difficulties (such as reading the clock, distinguishing some letters, memorizing the multiplication tables) are described first from a technical point of view and then from his point of view as an SLD student, giving teachers tips and tricks on how to override that specific obstacle.<\/p>\n<\/div>\n

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\t Each example provides:<\/p>\n

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  • the box I learned it like this<\/em><\/strong><\/li>\n
  • 1 of 9 Supertricks<\/strong>, <\/em>9 teachings identified by the author to help pupils reflect and act<\/li>\n
  • one or more strategies<\/em><\/strong> suggested by the author<\/li>\n<\/ul>\n

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    4th<\/sup> CHAPTER<\/strong>: the author proposes a special workshop divided into 6 stages and dedicated to the learning potential<\/strong>, in which techniques and strategies are explored and tested which must then be used by the pupil on a daily basis, at school and at home.<\/p>\n<\/div>\n<\/div>\n

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    Leaf through some pages of the book which have been translated into English to facilitate your evaluation of the product:<\/strong><\/p>\n<\/div>\n

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