Modules 2, 3 and 4 are equivalent
in terms of cognitive demand but focus on different resource issues
ie analysis and synthesis (Module 2), description, comparison, categorisation
and classification (Module 3) and reference points in time and space
Modules 5 and 6 require higher
level thinking (beyond the first few activities in each module).
Module 5: Understanding Analogies
builds on the systematic work on comparison and classification contained
in Module 3. Analogy involves a complex series of comparisons. There
are sections within module 5 that map directly into language work
on cliché, simile and metaphor.
Module 6: Patterns in Time and Space
builds on module 4 and involves the pupils in making predictions
about the future on the basis of patterns and relationships given
at one point in time.
Module 7: Organising & Memorising
is the one module in the course that takes the form of a resource
that can be used selectively at any stage. Nevertheless, there are
particular links between organising and memorising and the categorising
section of module 3.
STSC and verbal mediation
Many individuals with learning difficulties do not use their language
skills to mediate their own learning ie they do not ask themselves
questions, label what they see etc. Often, they interact with tasks
at a very superficial and impulsive level. All of the STSC activities
provide the opportunity to encourage appropriate self talk and mediation
provided the lesson format recommended for STSC is followed.
STSC Lesson Format
Introduction (5 - 10 minutes)
Cognitive icebreaker linked to the STSC activity. This gains learner
attention and provides a meaningful basis for the activity to follow.
Sometimes the ice breaker serves to prepare the learner for important
vocabulary or other specific demands of the task.
Exploration phase (10 minutes)
This is where students explore the ambiguity posed by the STSC activity
and try to make sense of the information. It is vital that students
have the chance to work out for themselves what the task is all
about. In some ways, this problem posing phase is the most important
part of the lesson.
Students are prompted (in an open-ended way)