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Neil MacKay
Dyslexia Friendly Strategies & Support


Friday 6th October - SL07 - Writing skills for reluctant writers – especially boys!

Reluctant writers have all the ideas and skills they need to write effectively, but struggle with processing, sequencing and memory overload. This very practical session, honed through work in Hong Kong in second language settings, demonstrates how simple tweaks to current practice supports students to write as well as they talk. It also demonstrates how to get it right for boys in ways that work for girls as well.


Neil Mackay, director, Action Dyslexia Ltd



And Saturday 7th October - SL33 - Going for mastery and greater depth

Life without levels creates opportunities to provide stretch, challenge and risk for students with age/ability appropriate “thinking” but weak basic skills.This lively and interactive presentation models evidence-validated solutions based around formative evaluation, questioning, alternative evidence of achievement and scaffolding to create deep learning that sticks. Also covered is the importance of “proper/earned praise” during questioning and marking to emphasise the relationship between growth mindset and resilient approaches to learning.


Neil Mackay, director, Action Dyslexia Ltd


** EDIT**

I had originally prepared this presentation weeks ago and upon reflection about how to connectlearning, especially for smart students whose thinking is better than their basic skills, I have come up with these slides. 

Extra slides

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Client Feedback

Good Morning Neil, Rarely have I felt so inspired at the beginning of new school year and so focused on what I know I must do. The feedback from staff about the training that you delivered yesterday was extremely positive and I really believe that we will see a lot of your ideas in action very quickly. Thank you on behalf of us all. I know the time you spent with us yesterday will make a difference to the students at ..........College. We will collate the information from the evaluation sheets and send you a copy.
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