Covering a review of cognitive load theory, explicit instruction, the 'Response to Intervention' model and 'Rosenshine's Principles of Instruction', this presentation will enable participants to see the simplicity of using a sequential, multi-sensory, mastery-based and student-paced approach to teaching maths as a language. With just one 'Integer Block Kit' to teach all whole number operations, and another 'Advanced Kit' to teach all fractions, decimals, percents and algebra, you'll experience the ease of simply 'counting and building rectangles' to teach maths. Through understanding the 'alphabet' and clear, accurate, dependable rules we have in maths, students learn to delight in this approach where they have confidence in the tool and the representation and can then simply learn to understand the language and application of maths with ease. You may even be amazed, yourself, at how simple maths actually is when we incorporate research and evidence-based pedagogy into practice!

Key takeaways:
1. Understanding cognitive load theory, ‘Response to Intervention’, ‘Rosenshine’s Principles of Instruction’ and ‘Explicit Direct Instruction’ in relation to numeracy intervention.
2. Awareness of maths being a language that has its own set of symbols, and dependable rules.
3. Demonstration of using one tool to teach all whole number operations.

Remember: Bring colored pencils, paper, and any hands-on manipulatives that you currently use and would like reviewed in light of the needs of students with dyscalculia or other learning differences that.