Part I: Stop Counting in Ones
Chapter 1: How to help pupils stop counting in ones
Part II: The Bridging Technique
Chapter 2: Pre-skills for learning the bridging technique
Chapter 3: Bridging through 10
Chapter 4: Bridging through multiples of 10
Part III: The Area Model of Multiplication and Division
Chapter 5: Pre-skills for the area model of multiplication and
division
Chapter 6: The area model of multiplication and division
Chapter 7: Making the transition from the area model to standard
written algorithms for short and long multiplication
Chapter 8: Making the transition from the area model to standard
written algorithms for short and long division
Part IV: Reasoning Strategies
Chapter 9: Reasoning Strategies
Part V: Games Collection
Ronit Bird is a teacher whose interest in pupils with specific
learning difficulties began with a focus on dyslexia. She qualified
as a teacher at London University and subsequently gained a further
qualification as a specialist teacher of learners with SpLD. While
working with dyslexic pupils in a mainstream school, Ronit started
to develop strategies and teaching activities to help support the
learning of pupils who were experiencing difficulties in maths.
Ronit has taught in both primary and secondary settings, and has
worked as a SENCO in both the independent and state sectors. As
part of the Harrow Dyscalculia Project in 2006–2010, Ronit ran
training courses on dyscalculia for subject leaders, teachers and
teaching assistants, later working in an advisory capacity with
participating schools across the Harrow LEA.
Ronit currently works as a teacher and continues to create and
deliver professional development courses for teachers. Over the
past few years Ronit has developed a growing interest in making
demonstration videos for teachers and parents.
The underlying teaching approach in all Ronit Bird’s work is to
provide the necessary concrete and practical experience in an
enjoyable manner – through games and activities, not worksheets –
while at the same time helping learners through the important
transition between concrete and abstract calculation techniques -
Jan Beechey
*Dyslexia Review*
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