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Magnetalk Match-Up Around the World

Magnetalk Match-Up Around the World. Presented by: Scott Jensen M.A. SDC Teacher, ACSD. MagneTalk Match-Up “It’s really quite simple”. A “barrier” game designed to help primary students with basic language concepts

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Magnetalk Match-Up Around the World

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  1. Magnetalk Match-Up Around the World Presented by: Scott Jensen M.A. SDC Teacher, ACSD

  2. MagneTalk Match-Up“It’s really quite simple” • A “barrier” game designed to help primary students with basic language concepts • Works with colorful magnets that the students can manipulate onto a magnetic board that is covered with an outdoor scene • Comes in a kit complete with teacher prompts, worksheets, and a CD ROM.

  3. The Author:Jeanne Goodwin • Jeanne Goodwin is a speech and language therapist who lives in the New York area. • She created the program when she realized that many of the students on her caseload were having problems with understanding basic language concepts, including prepositions, opposites, and adjectives.

  4. The Concept • A fun simple to use game that reinforces basic language concepts. • Was originally designed for kindergarteners. • Has been modified to work with K-5 levels. It also is great for ELL students as well.

  5. MagneTalk Match-UpScenes & Magnetshttp://www.superduperinc.com/F-G_pages/gb183_barrier.htm

  6. MagneTalk Match-UpWorksheets

  7. The Study • I conducted the MagneTalk intervention over a seven week period using a small group of five students who varied in age, but functioned around the same language level for the concepts being targeted. • Opposites • Prepositions • Adjectives

  8. The Students • A.H. was a first grader with spina bifida who was currently functioning at grade level. • D. R. was a second grader who had just joined our class. He also had spina bifida and used a wheelchair. D.R. was a very bright young boy but he is non-verbal • A.P. was a forth grader, and a very bright young boy who is actually mainstreamed in a general education class each day. He has good language skills but lacks attention to details and imaginary skills. • S.G. was a third grader who joined the class after being home schooled her entire life thus far. • A.S. was a third grader who has spina bifida and vision problems. He is a very bright and funny young boy who is very observant of his surroundings.

  9. The Setting • Small group setting • Work in groups of 2 to 4 • Turn taking activity where the students are at the table

  10. Pre and Post Test • fifteen question pre-test designed by myself using some of the information from the workbook and my own focus questions. • The test was designed to work with the MagneTalk. • The questions were given were directly related to opposites, prepositions, and adjectives (five questions each)

  11. The Lessons • lasted a total of thirty minutes rotating groups of two to four students. • A number of different lessons focusing on the same basic concepts • The students were mixed and matched so that learners who were having a more difficult time with the concepts.

  12. The Progress • All of the students progressed throughout the seven week study. • There were some stagnant periods but rarely did anyone loose ground • Students were exited about the intervention, continually asking me if they were going to be able to do it.

  13. The Results

  14. The Results

  15. The Results • Average score of the group on the pre-test was 9, which is 60% • Average score of the group on the post-test was 12, which is 80% • Improved overall scores by 20% during the seven week intervention period. • Students who scored lowest on the pre-test. • A.S. improved his score by 27% • D.R. improved his score by 47%. • This intervention worked well with this groups learning style.

  16. The advantage of this program is definitely the fun aspect that immediately gets the student’s attention and interest. A draw back that I did see was that certain students would become distracted by all of the magnets that accompany each scene. Limiting the number of magnets that I gave each group the more attention they paid to the board and not to the extra magnets. Pros & Con’s

  17. The Outcome • Mrs. Goodwin’s intervention seemed to fit the learning style of the group • All of the students were able to show progress over the seven-week intervention period. • This turned out to be a wonderful teaching tool that I will continue to use with my students.

  18. Questions?

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