I have been invited to design an activity for Future Lab Classrooms and what else to focus on but Dyslexia-friendly tasks since this is what I am working on at present. And what makes it even more interesting is that when I go to the #INTEF platform looking for references and I tick the fields object of my interest (Adult education, citizenship and inclusion) the following message pops up:
Thank you for contacting us. There are no learning situations for the topic selected.
So here we go!
What follows is a FLC activity for Adult students of English with a focus on neurodiversity and inclusion. Given that spelling and writing in English are two common learning differences in mainstream classrooms we have prepared vocabulary building tasks for A1 students with dyslexia as we all know by now that what works well for dyslexic students also works well for neurotypical students.
Whilst creating these tasks with wordwall, students will turn to the assistance of artificial intelligence as well to contextualize the activities in a real learning situation where one of their classmates, Mark, has dyslexic traits and difficulties to visualise and memorize words, as well as fixing grammar structures.
CHAT GTP PROMPT (English translation)
I would like you to create a text game for us. We are studying English in an adult school. One of our classmates is Dyslexic and finds it difficult to spell and write English words. We would like you to explore dyslexia and help us explore English language learning possibilities for our dyslexic classmate. Create the text game as the real story of dyslexic pupil Mark in the English classroom, showing us possible ‘word formation’ and ‘spelling’ activities to learn English while interacting with him. Give us two paragraphs of the story at a time. Then stop and ask us to make a decision. Continue the story in a way that is consistent with the decision we have made. Ideally about 4 prompts before the end of the story. When the story is over, ask us some questions to help us reflect on what we have learned.
Activity one: FLC is presented to students and the current project explained.
Activity two: Brainstorming with proposals from the students that could be incorporated into the initial idea of the project.
Activity three: Scaffolding of tasks that students are expected to perform in the different zones.
Activity four: Hands-on where students do their research work on possible activities to fix vocabulary, image generators and creation of Ai storytelling (models and references are provided).
Activity five: Hands-on where students interact on the previous activity and move on to the decision-making phase of the content of their final product, which includes the contextualisation of the task within a narrative where the protagonist is Mark, a dyslexic student.
Activity six: Hands-on where students develop and create gamified tasks of word and sentence formation, lexical learning and consolidation, and storytelling through artificial intelligence chat prompts (Link to the conversation to Chat GTP translated into English).
Activity seven: Presentation of final product. Discussion and exchange of experiences describing the use of Ai to generate images and stories.
Activity eight: Show time! where pairs will complete gamification tasks in a time countdown (Mark will be paired with an A student willing to be his buddy for today’s dyslexivities).
Activity eight: Exchange of opinions and assessment of the FLC project with elements of neurodiversity and artificial intelligence.
The final product here includes 3 Dyslexivities to build up their lexicon or vocabulary:
- Warm-up Word scramble games to consolidate adjectives, colours, jobs, and places of work;
- Drag and Drop exercises to consolidate months of the year; and
- Multi sensory word banks to consolidate numbers (sample as follows).
Whole Word Approach