Author: Genovieve Fuser

Developing knowledge of language is fundamental in the mathematics classroom. The symbols, terms and words used in the classroom often come across as foreign words to many students, mainly because the words used are predominantly from Latin or Greek origin. For instance, words such as scalene, perimeter, numerator or quadrilateral can easily be forgotten. This may leave many students at a disadvantage. Therefore, it is imperative that teachers provide students with opportunities to enhance their numeracy skills through:

-          Critical reflection

-          Communication i.e. group work and collaboration

-          Questioning

-          Stimulating environments i.e. numeracy walls

-          Teaching vocabulary i.e. origins and meanings


This presentation will provide you with examples of worded problems encountered by students and the vocabulary they will investigate and develop along the way. Ideas on reflection and vocabulary development will also be explored. 

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Using Technology to Support Students with Dyslexia


by Louise Hanrahan

Welcome to this blog for the TLN CRT workshop on Using Technology to Support Students with Dyslexia.  My name is Louise Hanrahan, and I have a passion for teaching students with Dyslexia.

Students with Dyslexia can feel overwhelmed by the amount of reading, writing, spelling, and organisation required to be successful at school.  We are fortunate in this day and age to have hundreds of excellent tools available to support students with Dyslexia in the classroom.

In this webinar, I will share with you some of the great technology resources I use for my students with Dyslexia.  These resources are suitable for all students. 

I am hoping that we can all learn from each other…… as I said, there are hundreds of apps out there!  I haven’t tried them all.  Have you found any apps worth sharing?

What do you know about Speech to Text apps? How are you using them in your class?


How do you use assistive technology in your class?

I have found the following links very helpful:

The second link it to ‘A Parents Guide to Assistive Technology.’ What questions do you ask yourself when you are evaluating a product? 


I appreciate your interest in this topic.  I look forward to reading your contributions.


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Developing a Growth Mindset in Students with Dyslexia


Welcome to this blog for the TLN CRT workshop on Developing a Growth Mindset in Students with Dyslexia.

My name is Louise and I am thankful for your interest in this topic. Teaching students with dyslexia is a passion of mine.  During this webinar, I will share with you a few teaching tools which have been invaluable to me.

Much has been researched and written about the benefits of having a growth mindset.  I will explain why it is so important for students with Dyslexia to develop this skill.  I will share ways that I have incorporated Carol Dweck and James Nottingham’s philosophies about ‘Growth Mindset’ into my classroom teaching.

Here is a link to Carol Dweck’s TED Talk – The Power of Believing That You Can Improve.

Please share any ideas of how you incorporate teaching students about using a growth mindset.  Can you add how these can be used for students with Dyslexia?

This is a wonderful animation explaining James Nottingham’s process of metacognition through ‘The Learning Pit.’

This is a great visual scaffold for students with Dyslexia.  It also provides the vocabulary the students need to explain their thinking. It is so important for students with Dyslexia to realise that they are not the only ones who face challenges. Everybody must find their way through The Learning Pit in order to grow! Building resilience is vital for supporting a growth mindset.

Often students with Dyslexia are insightful and intuitive, they are able to verbally explain the process of their thinking. ‘The Learning Pit’ provides students with a scaffold to think about their thinking.  In what ways do you encourage deep thinking in your class?

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Ben Colmer presented a session for CRTPD called 'Establishing a Strong Presence in the Classroom' on 3 August 2017.

When we begin our teaching career, as a pre-service or early career teacher, one of our greatest fears is losing control in front of a class. The thoughts that rattle around our mind in the moments before and during our lessons include; ‘What do I do if they don’t listen to me?’ or ‘If they finish their work faster than I thought they would, what do I do with them?’ and ‘When I’ve tried everything I know to get them to behave, what then?’.


One of the greatest assets in a teacher’s armour, in addition to knowing your students and having a deep knowledge of curriculum, is having a ‘presence’ in the classroom. Some may be of the belief that a teacher’s ‘presence’ is innate, however adding the following tools to your ‘Teacher Presence Toolkit’ can work wonders for you.

  1. Be aware of your voice

·         modulate - pitch, pace, pause, volume

2.                  Consider your body posture and sense of space in the room

·         ground yourself, open your body up rather than crossing legs/arms, talk to students at their level, deliver instructions from the same space in the room

3.                  Begin your lesson before you enter the room

·         be clear on your expectations as they enter the room, what task/activity do you want them to do once they are inside and what do they do once it is complete

4.                  Have control over time and sequence of your lessons/the day

·         provide timetables about what will happen over the course of the day, break each lesson down and give time expectations

5.                  Share with the students a sense of yourself

·         introduce yourself, what are you good at, what are your expectations and how does that fit in with the school

6.                  Care about behaviour (and misbehaviour)

·         learn student names, label behaviours not children, follow everything up, get advice from ‘the teacher next door’

7.                  Be approachable

·         explain to the class at the beginning of the day what you want students to do to get your attention (different teachers have different approaches). Make it clear what you want students to do to ask a question or when they’ve finished their work

8.                  Show your enthusiasm

·         make learning matter - if you are excited about learning, it is infectious!

9.                  Question, pause, listen

·         consider the questioning techniques you use - ask open questions, pause to allow take-up time, sometimes call upon students who may not have their hand up, acknowledge all answers


10.             Remain calm! 

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Introduction to Dyslexia

Author: Louise Hanrahan

Welcome to this blog for the TLN CRT workshop on an Introduction to Dyslexia.  My name is Louise Hanrahan and I struggled through school with undiagnosed Dyslexia. It wasn’t until 2012, when my daughter was diagnosed, that I was formally diagnosed with Dyslexia.

I really despised school. I have horrific memories of being in the lowest reader box. But I loved drama and there was one teacher who stood out from the rest and encouraged me to ‘Hang in there!’. This teacher never used the word ‘Dyslexia’ but she did put into place a bunch of accommodations so that I could successfully achieve the grades (and the mindset) needed to enter university.

Every student needs a teacher just like her.

Finding out that my daughter was Dyslexic ignited a passion in me.  I did not want her to disengage from school.  My hope is to bring awareness of Dyslexia to other teachers.

What do you know about Dyslexia? Have you taught a student struggling to meet benchmarks?

Would you recognise the indicators of a student struggling with possible Dyslexia?

I have found the following websites very useful:

This is an excellent 3 part series to watch about how Dyslexia effects students in Australia and ways in which we can support these students. ‘Outside the Square – Film 1 –Understanding and Identifying Dyslexia.

I really appreciate your interest in this topic! Please share any other resources that you have.

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