Case study 2

Robert is experiencing difficulty acquiring the necessary knowledge, skills and understanding in all strands of the Mathematics Syllabus due to gaps in his background knowledge and skills, and lack of fluency with key facts.

Robert is often reluctant to engage with learning experiences in Mathematics. When he finds a task difficult or is undertaking new learning, he exhibits off-task behaviours and task refusal. Robert experiences difficulty in setting out and organising his work.

Adjustments to be trialled
In discussion with Robert, the teacher has determined that the following adjustments will be trialled to support Robert’s learning across the key learning areas:

• pre-teaching of background knowledge and skills
• additional time to practise background knowledge and skills (eg 6, 7, 8, and 9 times tables) in a small group or with a peer
• use of scaffolds to assist with his setting out of work
• planned opportunities for Robert to experience a high level of success with new learning
• provision of immediate feedback to Robert, including verbal praise
• tracking, using graphs, of his progress during the skill acquisition and fluency phases of learning to increase his motivation
• positioning of Robert in the classroom to minimise distractions, facilitate monitoring, and to provide the opportunity for him to view appropriate peer models.