Differentiating the Curriculum for Students with Dyslexia

Author: Louise Hanrahan

Welcome to this blog for the TLN CRT workshop on Differentiating the Curriculum for Students with Dyslexia.

My name is Louise and I am thankful for your interest in this topic.  I can assure you, every student that you teach who has Dyslexia will also be very gratefully for the accommodations you make for them!

Dyslexia is does not effect a person’s IQ. Students with Dyslexia need to be challenged and have high expectations being asked of them. But they do need some support structures in place.

Have you thought about what accommodations you could make in a class setting to ensure a student with Dyslexia can succeed at the task?

Check out this short BTN clip in it, Eliza a 14 year old student, explains what it is like to have Dyslexia.


One of my favourite video clips ‘Dyslexia Explained: What’s It like Being Dyslexic?’  I often show this one in class.


Please share any ideas of how you differentiate teaching and learning for students with Dyslexia?

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Author: Jane Langley
Langait Connections – This email address is being protected from spambots. You need JavaScript enabled to view it.

Welcome to this blog for the TLN CRT workshop on  Developing Resilience in young people. My name is Jane Langley and I am an Educational Consultant who helps and supports schools in developing positive learning environments, explicitly teaching social and emotional competencies, and managing wrongdoing firmly and fairly.

Helping and supporting our young people in being resilient continues to be an important focus for our schools.

What are your thoughts about this being an area of need ?

Research suggests that young people in schools are under increasing pressure to successfully manage the requirements of being a successful learner, develop and maintain relationships and cope with every day demands.

It is  therefore important that we consciously make a plan to increase our young people’s abilities to cope with every day challenges through…

1.       Helping kids be connected to school through focussing on Relationships

2.       Explicitly teaching social and emotional competencies  such as  emotional awareness and self  regulation as well as prosocial skills such as being kind, respectful and responsible.

3.       Modelling  and teaching optimistic thinking

4.       Teaching Decision Making and Problem Solving Strategies

5.       Allowing  students opportunities to cope with disappointment and difficulties

What tips would you add to this ?

There are lots of great people with a wealth of  knowledge in teaching Resilience in schools. The two that I have found to be most valuable in my journey are Andrew Fuller, renowned Educational Psychologist and Dr Helen McGrath, author of great resources such as the Bounce Back Series. More recently though the limelight has also been shown on the work of The Resilience Project who teach positive mental health strategies to young people.

What other great resources have you used ?


Thanks for your interest and input into this important discussion about developing resilience in our young people.  Please feel free to contact me if I can help and support your school further – or just to provide any feedback on this workshop on resilience provided by  the Teacher Learning Network (TLN)

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Author: Gaye Guest
I have been a CRT  for all of my teaching career. At one stage I realised I had never left school and went out and tried other community roles, but teaching drew me back for several reasons.I enjoy the interaction with children and watching them discover and learn and I believe a CRT plays an extremely important role in any school, sometimes bringing new and fresh ideas in the student’s daily routine. For those of you that have just graduated or are returning after family leave or for the professional CRT , I hope this presentation helps you feel confident about your role and reflect on your professional practice, so that you go to your schools confidently and well prepared. Of course there are always going to be challenges and that is what is unique about the role of a CRT! Enjoy!
You can watch Gaye's session by clicking here.
Add your thoughts in the comments section about things that CRTs should know or be aware of in their daily work.
Here are some ideas that Gaye has provided - add your ideas below in the comments section!
If you are struggling to get work:
Please go and introduce yourself to your local schools
Give them a copy of your resume
Offer to do some volunteer work there like hearing students read ( primary)

For cheap teaching aids
A daily paper has lots of content
Weather maps
TV timetables
Great mast head/bold headings: cut appropriate bold headings and make a class set of them If you have say 30 different headings these make great sentence /story starters. Cut them out and carry in a plastic pocket they can always be replaced with new appropriate headings as time goes on. Students could even cut them up and use the words in a sentence. Here's some examples: "Smile that lit up a room", "We're all here for you!" and "Roll over green elephant". These words could also be cut up and other rhyming words  listed underneath. This helps with open ended activitites 
Magazines also  have great headings and both newspapers and magazines have colourful pictures that can be  cut out and laminated and kept in a class set and used for various activities. Choose cheery, colourful pictures.
The Herald Sun on a Monday have had a whole page on Sustainability. If you get the HS see what other features would make great teaching tools like an easy Suduko.

Supermarket catalogues are a great maths tool.  It doesn't matter if they are all from different weeks as this makes it open ended activity. Collect a few maybe one per 2 students
1. What products can i buy for 1/2 price?
2.How much will it cost for your healthy lunch items?
3. You have $20- feed a family of 4 for a meal. What will the meal be and how much for each items?
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Author: Coby Beatson

Gosh I would have been so much more successful at school if Thinking was treated with the same respect as Maths, Literacy, Science, etc! Now, as a teacher in both Primary and Tertiary Education, I try to bring in as much Thinking experience as possible.

So why isn’t it? Why isn’t Thinking thought of as essential learning (pun well and truly intended!) It’s essential to a successful citizen, 21st century and beyond, surely! Is our education system still partly dictated by the parents who went through school in the 70’s, 80’s? Are they the ones asking how their children are going in reading, writing and maths still?

We need more time spent on thinking skills. We need more emphasis placed on the importance of critical and creative thinking. Our kids need to know how to question what they see, read, hear, feel… They need to know that creating, true creating, goes far beyond making a poster! Our kids need the tools, the skills and the strategies to take ideas further and to share and to question their own and others ideas.


Let’s THINK about that!

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Author: Nick Walters

Performing Arts is one of the most versatile and accessible areas of the curriculum. With a few simple and flexible strategies, you can make productive use of your time and the time of your students.

For some, the mental image of performing arts is being centre stage, jazz hands ablaze and belting out a heartfelt show tune. While this image certainly has its place, much of the potential that performing arts holds in an education setting lies with a different image. An image of collaboration, exploration of ideas and reflection is just as valid and perhaps more helpful when approaching performing arts from a teaching perspective. It is an environment of respect, scaffolded risk-taking and the building of confidence rather than for those only with existing skill or confidence. 

If you have any suggestions for other CRTs to try, post them below!

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