004. Henry Burgess: Learning with Autism Part 2
9th June 2019
Resources about learning with Autism and understanding our mental health, click image to find out more....
#Top Tip Takeaways
Each week we have our amazing guests leave us with some top tips to take away. I will then give further information on each of the takeaways so that you can look into them further in your own time. Use #toptiptakeaways to let us know if there are other takeaways you would like to know about.
1. Working Memory - How can we clear the pathway? (4 minutes)
2. Being yourself - Finding your place (8 minutes, 17 minutes, 27 minutes)
3. Developmental Stages (19 minutes)
4. Identity of Autism - language (20minutes)
5. Really listening and accepting (28 minutes)
2. Being yourself - Finding your place (8 minutes, 17 minutes, 27 minutes)
3. Developmental Stages (19 minutes)
4. Identity of Autism - language (20minutes)
5. Really listening and accepting (28 minutes)
1. Working Memory - How can we clear the pathway? (4 minutes)
Henry talks about what he experiences when learning, and relates it to working memory. You can find out more with Barbara Oakley in episode one! Henry says he 'can't see the problem and it feels like going up against a giant wall.' How can we clear the pathway when we are designing our lessons or speaking with our learners and children? Take a look at these resources that are part of the workshops I have been leading biweekly with some of my colleagues. Let me know if you would like a copy.
Henry talks about what he experiences when learning, and relates it to working memory. You can find out more with Barbara Oakley in episode one! Henry says he 'can't see the problem and it feels like going up against a giant wall.' How can we clear the pathway when we are designing our lessons or speaking with our learners and children? Take a look at these resources that are part of the workshops I have been leading biweekly with some of my colleagues. Let me know if you would like a copy.
2. Being yourself - Finding your place (8 minutes, 17 minutes, 27 minutes)
Henry talks about how he as found bouldering and it has helped him find his place. When he goes to the sessions he feels he can problem solve and think in a relaxed way. How are you creating environments that allow learners to feel like they belong?
Henry talks about how he as found bouldering and it has helped him find his place. When he goes to the sessions he feels he can problem solve and think in a relaxed way. How are you creating environments that allow learners to feel like they belong?
3. Developmental Stages (19 minutes)
How can we understand developmental stages of the brain so we can understand what our learners/children are going through emotionally?
How can we understand developmental stages of the brain so we can understand what our learners/children are going through emotionally?
|
Brain Development
|
Teenage Brain
|
4. Identity of Autism - language (20minutes)
Like Henry mentions in our session, it is important to understand how a person would like to be addressed and how do we take a person's identity into consideration when speaking and planning? This is not just with Autism, this is across many diverse perspectives. This article is only from one perspective that I have included to plant a seed.
Like Henry mentions in our session, it is important to understand how a person would like to be addressed and how do we take a person's identity into consideration when speaking and planning? This is not just with Autism, this is across many diverse perspectives. This article is only from one perspective that I have included to plant a seed.
5. Really listening and accepting (28 minutes)
How are we coming to a conversation and listening to what people are bringing to the table? Like we spoke about in this session, many want the best for their children and learners and want them to achieve. How are we setting achievable goals whilst striving for the best? Although we think that we know what is best, how are we bringing their voice to the conversation?
How are we coming to a conversation and listening to what people are bringing to the table? Like we spoke about in this session, many want the best for their children and learners and want them to achieve. How are we setting achievable goals whilst striving for the best? Although we think that we know what is best, how are we bringing their voice to the conversation?
|
|
|