Further Thoughts on Math Sequencing and Dyslexia Part 3c – Note Taking Low Tech

Note Taking Utensils

Sharp pencils
Ink pen – sharp or medium points – your preference
Colored Pencils – useful for emphasizing points and for visual mapping
Colored Markers – useful for emphasizing points and for visual mapping
Note Taking Media

Loose leaf 3-hole punch lined paper
Loose leaf 3-hole punch unlined paper
Spiral bound 3-hole punch single subject
Spiral bound 3-hole punch multiple tabbed
Moleskin books
Journal Book Lined
Journal Book unlined

Further Thoughts on Math Sequencing and Dyslexia Part 3b – Note Taking Technology

There is low technology and high technology.

Low technology could go all the way back to the caveman chipping pictures into stone, but more than likely it’s pencil and paper. Simple, no power needs and available almost anywhere. Sometimes the simple solution might be the best. Higher tech from this would be substituting a pen for the pencil. We’ve been trained to use this type of technology for most of our lives. Downsides would be the inability to easily share, legibility and durability.

High technology solutions would include laptops, netbooks and tablets. Dependent upon the type of software, note-taking could be done in outline format, visual mapping or some combination. Pro’s would be easily shared, legible and easily backed up. Downside would be ease of use, loss of power and unfamiliarity with the technology.

Further Thoughts on Math Sequencing and Dyslexia Part 3a – Note Taking

Lecture review using a digital recording by simply listening is one method of review. Tying the audio with self-generated notes gives more reinforcement.

Generally there are two types of note-taking – Linear and Visual. There will be further posts about these as well as using technology vs. hand-writing to generate your notes.

Some guidelines summarized from Writing@CSU

Thinking/Reviewing:

  • Review your notes from the previous class.
  • Keep up with your reading/homework so you’re not lost when class starts
  • Prepare questions for the teacher based on your reading/homework/previous class notes.

During the Lecture

  • Write on one side of the paper. (Use the back for sketching graphs/charts/pictures/timelines, writing questions, summarizing, making notes to yourself later.)
  • Don’t worry about creating elaborate outlines–just keep main ideas and examples together.
  • Don’t worry about spelling or handwriting (as long as you can read it).

After the Lecture

  • Instead of recopying your notes, review them within 24 hours. (Short-term memory deteriorates quickly, and you lose 50%-80% of the material if you don’t review.)
  • Annotate your notes. (Mark what’s important, add page numbers from textbook, etc.)

September Unemployment Report – A look at disabiltiy rates

Disability Unemployment September 2015

On the First Friday of every month, the Bureau of Labor Statistics releases an updated employment situation for the previous month. A more in-depth look at the data not usually reported by the MSM.

Almost 80% of the population with a disability are still not in the Labor Force versus 30% for the population without a disability.

September Unemployment (NOT SEASONALLY ADJUSTED)

Persons with a Disability

Participation Rate 19.1 (2015) vs 20.1 (2014)
Unemployment Rate 10.4 (2015) vs 12.3 (2014)

Persons without a Disability

Participation Rate 68.2 (2015) vs 68.5 (2014)
Unemployment Rate 4.7 (2015) vs 5.5 (2014)

Table A-6, Employment Situation September 2015
http://www.bls.gov/news.release/empsit.t06.htm

Further Thoughts on Math Sequencing and Dyslexia

From my previous post, there were several suggested tools which might assist the dyslexic population.

A list of resource guides and printable Visual Organizers can be found here:

http://www.dgelman.com/graphicorganizers/

If you would like to create your own here’s some Graphic Organizer and Mind Map Software

Also remember that MS Office PowerPoint has drawing and organizing capability as well.

Math Sequencing and Dyslexia

Students with slower processing speeds or executive-function problems are often no different from their peers in math proficiency in first and second grade; but as they confront multistep computations in upper elementary school tests, their scores tumble because they lack the skills necessary to produce organized, efficient output.  These students aren’t losing their earlier skill base.  New tasks demand efficient processing in different domains.  The mathematics problems they now encounter need organizational skills involving planning and sequencing, as well as skills like handwriting, copying text, note taking, and other outputs requiring accuracy and efficiency [Emphasis mine]. These skills are often difficult for dyslexic students.  Students who struggle with processing multistep problems can improve their accuracy by employing several strategies that involve “walking” and “talking” problems through.(Woodin)

Possible solutions:

  • Visual Organizers
  • Flow charts
  • Digital Recorders
  • Math writing software

Woodin, Chris. “Math Processing Breakdowns * The Yale Center for Dyslexia & Creativity.” N.p., n.d. Web. 29 Sept. 2015.