我們非常感謝摩根士丹利義工團及在香港專業教育學院修讀特殊幼兒高級文憑的學生為博思會進行義工服務,協助本會教學團隊及行政部門不同工作,包括教材製作及文書等工作。

 

此外,五名來自香港專業教育學院學生亦參與在兩次家長講座中,並擔任暑期週末親子班教學助理職責。義工們均表示很高興能參與博思會義務工作,並希望將來能參加更多博思會活動,與本會同工及讀寫障礙的兒童有更多的互動。

 

衷心感謝來自摩根士丹利義工(上圖)及香港專業教育學院學生(下圖)的支持,協助本會進行不同義務工作。

以上文章節錄自2019年9月《博思薈訊》

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本會感謝的近律師行捐款資助2019-20學年50名來自低收入家庭的讀寫障礙學生進行學科評估。有關評估專為「課餘支援計劃」及「早期讀寫支援計劃」新生而設,好讓老師了解學生的強弱項,有助設計個人化學習計劃及對照介入課程前後的進度表現。每年,的近律師行均會把原本用以製作招聘紀念品的費用捐出予慈善團體,以行動關懷社會上有需要人士。

 

以上文章節錄自2019年9月《博思薈訊》

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當家長察覺孩子經常錯誤認讀英文字母或生字,或倒轉書寫如b變成d,p變成q,往往會向博思會老師請教糾正方法。現在就讓我們用最常見的b d 作例,分享如何加強孩子正確認讀英文字母的方法,主要以形、音、義三方面進行。

 

多感官學習

 

對於還未執筆的幼兒,我們可以利用刺激五官 (觸覺、視覺、聽覺、嗅覺及味覺) 的方法以增強孩子對字母的印象,例如: 使用泥膠砌字、沙盆寫字、毛毛鐵線扭字、凹形字卡等,讓幼兒可觸摸,初步加強文字形狀的印象。

 


音+形 – 認讀

 

若學生已有基本英文口語詞彙如 boy 及dog,但在認讀或寫字時仍有b d 混淆的情況,可嘗試以字母及圖像來加強記憶。

 

確認b 的字母可以用boy (男孩) 及 ball (皮球) 來作為記憶提示,這兩個字都是 b音起 ,強化形音關係可將其圖像故事化,如畫一個男孩正在踢球,先寫直線像個男孩 ,再寫半圓像個皮球 (圖一左方)。

 

圖一:以生字及圖像來加強記憶。

 

確認d 的形狀可以用dog (小狗) 及door (門)這個兩個同是d音字作提示,圖像化為一隻小狗走進門口,先寫左半圓像個小狗,再以直線像一個門口 (圖一右方)。

 

此外,我們隨身也有視覺提示的工具,這就是孩子的雙手了 (圖二),豎起拇指,將四指互碰對著,便可看見 b d 字形。再具體化一點,是以 bed(床) 形象化, 手指拼起來像一張床,兩邊床板就是 b d。

 

圖二:竪起拇指作為b、d視覺提示的隨身工具。

(圖片來源:My Teaching Station)

 

英文筆順


當孩子開始執筆書寫字母時,筆順是一個重要的環節。小楷b字母起點要在左邊先寫直線,才再右邊加上半圓;而d字起點應在左邊中間先寫左半圓,再在右邊加上直線 。有些學生把 b d 都從直線開始,容易造成混淆,要不停練習筆順,才能重新鞏固。

 

練習寫字不一定需要紙及筆,可以試以小遊戲增加孩子的投入感,如在孩子的掌心、背部寫字,甚至隔空寫字,然後要他猜出b 或 d,令學習變得更有趣味。

 

圖三:家長可利用不同方法練習筆順。

 

總結 愉快學習至為重要

 

事實上,學習英文的方法可以變化多端及有創意,要因應孩子不同的喜好及學習風格而利用不同活動形式,而非只有單一個方法,讓孩子愉快學習至為重要!

 

以上文章節錄自2019年9月《博思薈訊》

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英文協作教學計劃   助學生增加學習英語自信

 

對於讀寫障礙的孩子來說,特別是英文根基還未打好的,升上中學將會是另一個大考驗,皆因中學對學生英文水準的要求相對提高了,若未能學好英語的話,便可能會成為他們學習生涯中的絆腳石。

 

博愛醫院陳楷紀念中學 (陳楷中學) ,過去兩年均推行「英文協作教學計劃」(下稱「計劃」),提供額外資源幫助英文能力較遜的學生。計劃目的是透過專業機構提供支援服務,與該校英文老師共同設計校本課程及教材套,甚至入班向老師示範教學或直接教授學生,藉此提升學生學習英語的興趣及動機。

 

負責此計劃的何慎敏英文科老師,觀察到普遍學生是對學習英文的感覺不良好,害怕在堂上說英文,部份學生更在小學階段從未接觸過英語拼音的訓練。

 

何老師指出 :「這班學生從小學的英文成績都是不合格,自信心十分低,在學校變成『隱形人』,沒有人理會,若不再支援他們,他們在中學的『隱形人』身份只會越來越嚴重。

 

因此,計劃於2015/16年度誕生,學校並挑選了博思會作為合作伙伴。老師希望善用有限資源,利用常規課堂時間開設英文支援班,使老師可以聚焦教導這班讀寫障礙或英文水平較落後的學生。支援班每班人數為18人,分中一及中二組,每學年有15節支援服務。主要以活動及遊戲方式學習英文,包括拼音、發音及文法等,期望學生可以活學活用。

 

博思會老師分享教學方法

博思會Nonette老師具豐富的英文教學經驗,過去兩年與何老師並肩作戰,分擔了老師的繁重工作之餘,亦是一個專業可靠的好伙伴。除了一起設計中一及中二課程外,Nonette老師亦分享針對讀寫障礙學生的教學方法,並協助製作合適的教具及工作紙。同時,Nonette老師亦會走入課堂,成為助教,特別關注信心較低的學生。

 

何老師形容Nonette老師為人親切,會記得每一個學生的名字及特質,並關顧他們的需要。她說:「Nonette老師上課時,會特意走到自信心較低的學生身邊,鼓勵他們嘗試舉手答問題,給機會他們去說英文。」

 

Nonette老師指出 :「雖然學生們常被別人標簽為害羞、反應慢、不專心、聰明卻衝動,但是在我的眼中,他們每一個是有尊嚴及能幹的。他們只要得到合適的機會,同樣是會有貢獻及超水準表現。此外,我認為何老師十分理解這班學生,循循善誘,利用不同方法幫助他們學習,非常值得嘉許。」

 

事實上,有些學生只需要別人多點鼓勵,勇敢嘗試,逐步建立自信,自然便得到學習的樂趣。

 

何老師稱 :「我們察覺到有些同學的學習心態改善了,由從前的『交白卷』,會嘗試完成所有問題,顯示他們有付出努力,認真學習。個別同學亦因而成績有所進步,這些轉變是我們所樂見的。」

 

陳楷中學的特殊教育需要統籌主任(SENCO)周穎怡主任亦補充說 : 「從同學的問卷調查回應中,亦看到部分的學生顯露其自信心,例如他們覺得自己已懂得掌握拼音技巧 ,會覺得自己是做得到!」

 

由於「英文協作教學」計劃成效令人滿意,周主任透露,在新一學年,他們會繼續與博思會協作,將有關支援擴展到中三學生,主要改進他們的聆聽、說話策略及技巧。

 

由於部份中一新生在小學階段從未接觸過英語拼音訓練,故支援課程中亦有拼音基礎訓練。

老師們會利用不同遊戲讓學生學習英語,以提升他們學習興趣。

何慎敏老師(右)及周穎怡主任(左)負責籌劃英文支援班,為有需要同學提供額外資源改善英語水平。

以上文章節錄自2019年9月《博思薈訊》

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博思會2019-2020年度家長講座及工作坊開始接受報名:

從認識到實踐: 有「情」又有「心」
家長講座: 化爭執為溝通:建立讀障學童家庭的正向關係 (講者: 陳靜琼博士)
網上報名: http://bit.ly/2krJH3p

家長工作坊:
– 情緒管理 (兩堂)
– 培養專注力 (兩堂)
網上報名: http://bit.ly/2kRgKxX

對象: 幼稚園至初小學生家長

感謝親子王今期推介!來源:親子王Vol.489 – 學習情緒管理 達至雙贏管教

The term “dyslexia” may be unfamiliar to many parents, and they never expected the condition to be happening to their children. This is the case for Mrs. Chan, mother of two boys. Her elder son studied at a kindergarten which offered a happy learning environment, with little emphasis on learning to read and write. When he advanced to primary school and faced the load of homework and tests, problems surfaced. It was not until the second term of primary one when Mrs. Chan found out that he was dyslexic, and also had attention deficiency problem.

Learning from this experience, and knowing that the dyslexic condition can be hereditary, Mrs. Chan paid extra attention to her younger son’s learning ability, and noticed that he had even more serious reading, writing and memory difficulties than her elder son.

Since the summer vacation of K2 in kindergarten, Sung Chit began to participate in Pathways’ Pre-school Intervention Programme. The teacher focused on increasing his learning motivation, and taught him character recognition and reading according to his level of capability. As Sung Chit’s problem was identified at an early stage, allowing him to receive appropriate intervention and support, he had a much smoother transition to primary one. He was more willing to accept new challenges, and no longer resisted reading and writing.

Mrs. Chan expressed thanks to Pathways’ teachers for their care and support to parents, which made them feel like having a social worker walking with them along the way. ‘’Whether it was about school selection or about the child’s character development, the teacher spoke to me as a friend, and helped me analyze how to teach him effectively. The constant care and encouragement gave me strength,’’ she said.

Overcoming learning difficulty should not be a challenge that the child faces on his own. Parents should take the initiative to look for timely professional advice and assistance, and this is the positive way to solve the problem.

Source: 2017-18 Annual Report

Dr. Catherine Lam (left), vice-chairperson of Pathways presented a souvenir to Sung Chit’s mother (right).

Mother of Sung Chit shared her story at Pathway’s seminar.

The term “dyslexia” may be unfamiliar to many parents, and they never expected the condition to be happening to their children. This is the case for Mrs. Chan, mother of two boys. Her elder son studied at a kindergarten which offered a happy learning environment, with little emphasis on learning to read and write. When he advanced to primary school and faced the load of homework and tests, problems surfaced. It was not until the second term of primary one when Mrs. Chan found out that he was dyslexic, and also had attention deficiency problem.

Learning from this experience, and knowing that the dyslexic condition can be hereditary, Mrs. Chan paid extra attention to her younger son’s learning ability, and noticed that he had even more serious reading, writing and memory difficulties than her elder son.

Since the summer vacation of K2 in kindergarten, Sung Chit began to participate in Pathways’ Pre-school Intervention Programme. The teacher focused on increasing his learning motivation, and taught him character recognition and reading according to his level of capability. As Sung Chit’s problem was identified at an early stage, allowing him to receive appropriate intervention and support, he had a much smoother transition to primary one. He was more willing to accept new challenges, and no longer resisted reading and writing.

Mrs. Chan expressed thanks to Pathways’ teachers for their care and support to parents, which made them feel like having a social worker walking with them along the way. ‘’Whether it was about school selection or about the child’s character development, the teacher spoke to me as a friend, and helped me analyze how to teach him effectively. The constant care and encouragement gave me strength,’’ she said.

Overcoming learning difficulty should not be a challenge that the child faces on his own. Parents should take the initiative to look for timely professional advice and assistance, and this is the positive way to solve the problem.

Dr. Catherine Lam (left), vice-chairperson of Pathways presented a souvenir to Sung Chit’s mother (right).

Mother of Sung Chit shared her story at Pathway’s seminar.

When Fei Fei was in K2 kindergarten, her mother began to worry that she might have a problem with her intelligence as Fei Fei could not even read one Chinese character. Since no formal diagnostic assessment for dyslexia is available for children under six years old, Fei Fei’s mother incidentally learned about Pathways’ launch of a dyslexia screening test for pre-school children. She then brought Fei Fei to the screening test, and found out that her daughter was identified to be at risk of dyslexia. Fei Fei was therefore enrolled into Pathways’ pre-school intervention programme.

When Fei Fei came home after her first class at Pathways, her mother was pleasantly surprised. “The teacher taught her how to read by pointing at the characters with a finger while reading each character out. When Fei Fei came home, she used the same method and was able to read out characters by pointing at them. I’m so impressed!” she said. From then on, Fei Fei always looked forward to going to class, and came home smiling.

Fei Fei’s mother used to be an outstanding student herself at school. In the beginning she struggled to understand why her daughter could not identify or understand even simple characters, like “個”. Nevertheless, after the guidance and encouragement from Pathways’ teachers, she finally understood that difficulty in character recognition is very common among children with dyslexia.

“I admire all of you so much,” said Fei Fei’s mother. She appreciates not only the teachers’ dedication in teaching Fei Fei, but also their continued effort in supporting parents. After each class, the teacher would explain how the student performed in class, and also show the parent methods to help the child learn at home, so that both parties can effectively work towards motivating the child to learn.

For example, the teacher showed her how to use hand-clapping to indicate syllables to the child, illustrating that there is one sound to one character. So when she claps three times along with the term “好朋友” (hou2 pang4 jau4 – good friend) , Fei Fei would realize that the term is made up of three characters.

After a year’s hard work, Fei Fei went from not being able to recognize any character, to being able to write a simple complete sentence like “爸爸和媽媽一起到公園” (father and mother went to the park together); her parents are pleased to see that they have found a suitable way of learning for their daughter. And most importantly, Fei Fei, now a primary one student, is also adjusting well at school. This is solid proof that early identification and early intervention can bring about change as soon as possible!

Source: 2017-18 Annual Report
Fei Fei and her parents.

博思會與港大同學會書院合作,展開為期兩年的教師專業發展及校本支援計劃。是項計劃由博思會顧問鄭佩芸教授帶領,聯同本會中文科教學團隊陳楹楹老師及杜家倩老師為學校提供多元化的培訓活動。

第一階段(17/18)以認識讀寫障礙學生及學習需要為主

計劃包括

1) 教師講座,加強老師對讀寫障礙的認識。

2) 課程分析,讓老師了解校內課程的特點。

3) 學生個案分析,協助老師深入認識個別學生的學習特徵及需要。

4) 帶領校內老師檢視及調整課程,以照顧校內不同學習需要的學生。訓練模式以講座及工作坊形式進行。

第二階段(18/19)以發展校本的教學策略、課程及學生學習技巧為主。

計劃包括1) 培訓種籽教師,活動包括:共同備課、觀課和課堂示範,協助老師調節課程並應用閱讀策略進行教學。

2) 針對讀寫障礙學生在閱讀理解及寫作文方面的困難,設計配合他們學習模式的教案,為教師提供教案範例。

3) 開展校本支援課程,教學團隊在課後為學生提供寫作訓練。

博思會提供校本支援課程,圖為學生的課堂練習。

鄭佩芸教授與港大同學會老師分享,向他們講解讀寫障礙學生的困難及如何設計合適的教案。

以上文章節錄自2019年3月《博思薈訊》

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2019-03-18

功課點評

家長們或會很好奇博思會老師是如何教導學生,今期就讓我們分享中文老師平日在課堂上如何幫助學生,若家長有興趣知道老師更多的小秘技,記得報名參加8月份的「與博思專家有約」,有「早期中文」的探討及相關支援方法啦 !

中文老師處理學生的錯別字情況時,會先考慮學生對字詞的結構及意思的理解,讓他們理解箇中意思,加深對正字的記憶,避免重覆犯錯,以下的例子說明老師是如何引導學生學習正確字詞。

指出學生錯處

1. 一名小五學生混淆了「哥」與「歌」字的書寫方法。

老師回應方法

2. 老師寫出「哥」與「歌」字的正字,並以不同的顏色筆寫出部件「欠」,以標示兩字不同之處。

3a. 老師請學生指出「哥」和「歌」字不同的部件,接著以橫間「__」間出不同的地方。

3b.然後,老師請學生以「配詞識字」形式,以「哥」和「歌」字作配詞,讓學生認識兩字的用途,例如「哥」是指兄長、哥哥的意思,而「歌」是指「唱歌」。

3c. 之後,老師向學生介紹「歌」是形聲字,由「哥」和「欠」字組成,「哥」是聲旁,而「欠」是形旁。在象形字中,「欠」字有人張開口出氣的意思,與「吹」意思相似。因為唱「歌」和「人張開口出氣」有關,因此,從「欠」。

學生回應方法

4. 請學生檢查自己寫的「哥」字與「歌」字的不同之處,以橫間「__」間出遺漏的部份。

5. 檢查後,在橫間「__」上填上遺漏了的部件。

6. 在空白位置,完整地寫出詞語。

以上文章節錄自2019年3月《博思薈訊》

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2019-03-18

家長們或會很好奇博思會老師是如何教導學生,今期就讓我們分享數學老師平日在課堂上如何幫助學生,若家長有興趣知道老師更多的小秘技,記得報名參加4月份的「與博思專家有約」,有「早期數學」的探討及相關支援方法啦 !

數學科

在數學科中,讀寫障礙學生往往不懂處理「比較型」文字題,如「… 比 … 多」、「… 比 … 少」、「… 比 … 長」、「… 比 … 短」,未能分出應用「加數」還是「減數」計算。

例子: 明明中中14厘米 , 明明 身高95厘米。問 中中 身高多少厘米 ?

學生看到「矮」字就當作「減數」。

博思會數學老師通常用以下的圖解策略 (RDWC strategy), 一步一步跟小朋友拆解文字題,引導他們得到正確的答案,家長也不妨參考一下。

第一步 讀解 (R – Read)

老師 (T) : 你先將題目讀出嚟。

學生 (S) : (把題目一字一字慢慢地讀出)

T: 你而家用口語講一次俾我聽。

S: (用口語講出題目)

(* 如小朋友不懂用口語表達,家長可以示範一次。)

T: 題目裏面 , 有幾多個「人」 ?

S: 2個

T: 邊兩個 ?

S: 明明 , 中中

T: 啱啦 ! 喺呢度寫低「明明」同「中中」個名。

(見圖 1 )

第二步 圖解 (D – Draw)

T: 而家我哋做第二步圖解。

要畫兩個火柴人仔來代表「明明」 同「中中」

你會畫邊個先?

S: 明明

T: 咁你喺 「明明」嗰名上面畫個火柴人仔。(見圖 2)

T: 我哋一齊讀第一句明明中中14厘米」, 邊個矮啲 ?

S: 「明明」矮啲。(學生把手指遮住「比中中」這三個字)

T: (引導學生答「中中 啲」)

明明」啲 , 所以「中中」 ….

S: 「中中」

T: 而家你喺中中嗰名上面畫個火柴人仔 (見圖 3)

(待學生畫出「中中嘅火柴人仔」)

T: 咁喺圖裏面 , 邊個部份代表「14厘米」?

(待學生指出圖中正確的部份,並寫下14) (見圖4)

T: 而家我哋一齊讀第二句 -「明明身高95厘米」。你會將95寫喺邊?

S: 明明嘅火柴人旁邊。

(待學生寫下95 ) (見圖5 )

T: 而家我哋一齊讀第三句 -「中中身高多少厘米?」呢句喺唔喺問句 ?

S: 喺。

T: 咁你會將「問號」寫喺邊個火柴人旁邊?

S: 中中旁邊 (待學生寫出「? 」) (見圖 6 )

第三步 寫數式 (W – Write number sentences)

T: 而家我哋看圖寫數式, 你會用咩方法計出中中嘅身高?

S: 用加法。

T: 點解?

(引導學生講出: 「明明的火柴人」同「14厘米的部 份」合起來就係「中中的身高」, 「合起來」即係「加法」)

T: 而家將數式寫出嚟。

(待學生寫出95 + 14) (見圖 7 )

第四步 計算 (C – Calculate)

T: (待學生計算)

T: 答案係…

S: 109 厘米 (見圖7)

總結:

家長需要留意小朋友在做文字題時,他們能否認讀題目中的文字,並明白詞彙的意思及題意 ( 如 : 「便宜」代表「平」),倘若孩子未能理解清楚,則需要先解釋詞意才能進一步以「圖解策略」來理解「比較」概念了。

以上文章節錄自2019年3月《博思薈訊》

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