Icon Lessons An inspection of the practical soundness of the icon methodology as an approach to acquiring literacy skills. unisensory and morphological methods which he referred to as the icon-meaning approach he had developed during his doctoral research at the University of Aston, Birmingham in the 1970s. He challenged me, pre-inspection documentation, it contained a flavour of the background to the icon-meaning system. One such paper was a copy of a press release from The British Psychological Society who had invited Neville by Dr. Neville Brown (Maple Hayes School for Dyslexics, Staffordshire). He has developed an icon-meaning system whereby pictures are assigned to letter strings. His methods are likely to be advocacy of remediation via the use of a "unimodal" (visual) teaching method based on morphographemic units, actions and "Icons" has considerable appeal. If this approach enables children to avoid the task was to evaluate classroom practice and to trace the influence of the work done in the icon lessons on subject teaching. The inspection team spent a total of seven inspector days in the school making their quality of learning and was not intended to make specific judgements about the Icon Method. However, my observations at the time indicated that, soon after entry, pupils became motivated by their learning and Since that inspection there have been several significant developments in the management of the linkages between the icon approach and the subjects of the school curriculum. Central to these has been the appointment of a Coordinator to liaise and plan with subject leaders how icons can become the catalyst for the delivery of subject content. This has resulted in the permeation of icons, in an even more how icons can become the catalyst for the delivery of subject content. This has resulted in the permeation of icons, in an even more systematic and integrated way, throughout the curriculum. concepts in curriculum content based upon their understanding of word meaning through icons. In essence, the icon method used in subject teaching is based upon sound communication between subject teachers and the icon Coordinator. In essence, the icon method used in subject teaching is based upon sound communication between subject teachers and the icon Coordinator. Initially, discussions evolve around the specialised vocabulary to be used in the subject teaching. This information is collated and subject requirements discussed with the teacher introducing icons. All of the icons required will have been covered by the week preceding the requirements discussed with the teacher introducing icons. All of the icons required will have been covered by the week preceding the lessons and topics. [spacer.gif] [2_left.gif] Icon Lessons [2_right.gif] The icon lessons observed took two distinct forms. approach is very well received by the pupils. Pupils demonstrated, both in icon lessons and in curriculum subjects, the usefulness of the approach to spelling and the concepts of word origin which they Basic literacy lessons are delivered daily and are used to practise and reinforce the icons learned in the icon lessors. These lessons are and reinforce the icons learned in the icon lessors. These lessons are co-ordinated and time-tabled to occur at the start of each day. They prove to be a useful reminder and reinforcement of the conceptual work contained within the icon lessons themselves and are used to provide community cohesion and ownership of the methodology. They are also a During the lessons pupils are questioned on the semiology and meaning of icons and this is followed up with written tests. Cloze worksheets, devised by the teachers are used for testing and reinforcement. indications of the cognitive growth and development which under-pins the icon approach. It will be very easy to dismiss a serious approach to teaching literacy skills because of a lack of understanding by the teachers in the team demonstrated a good understanding of the strengths of the icon method and were able to conceptualise what was happening in the classroom. My less well informed colleagues in this skills. In one lesson, for example, the novel Animal Farm was being revised and summarised by the pupils. In this lesson icons were used systematically and effectively to aid the spelling of individual Icons are used to help visualise the processes required for manipulating numbers. This is then represented as a two dimensional and was designed to provoke clarity of thinking in pupil responses. There was little evidence in the lesson of direct reference to icons, but pupils used a variety of strategies, which had been evident in but pupils used a variety of strategies, which had been evident in subjects where icons had been used, to reason why a correct or incorrect solution had resulted and alternative approaches to the set In geography, icons were used to teach an understanding of plate-tectonics and earthquakes. The lesson opened with a revision of plate-tectonics and earthquakes. The lesson opened with a revision of the relevant icons and associated morphemes and percepts. Pupils demonstrated good knowledge of both the icons themselves and the the relevant icons and associated morphemes and percepts. Pupils demonstrated good knowledge of both the icons themselves and the built-up concepts developed with them. They worked hard throughout and knowledge and understanding of a complex topic and this appeared to be integral to the concepts developed through the icons. New icons were presented in the second part of the lesson to develop the range of concepts further. Another lesson on the same topic included an opening phase where icon cards, in their appropriate colours, were given out to assist word method used for developing understanding through the derivation of words learned during the icon lessons. Teacher and pupils were enthusiastic and both performed at high levels of expectancy and and the defensive patterns used to negate them. The lesson began with a resume of the appropriate icons followed by a clear explanation of their use. Time management was a strong feature of the lesson which written accounts. The inspector in this lesson was impressed by the recall of the word mobility which had been taught during an icon lesson some two months previously and had remained secure over that Another history lesson dealt with the registration of births. Icons were used to develop concepts about the registration and certification One of the chemistry lessons observed immediately followed the icon lesson that related to it. This was an excellent example of the showed a good grasp of the burning of magnesium and related this to what they had learned in the icon lesson. The teaching was good, demonstrating high expectations of work and behaviour with the teacher Although the chemistry teacher is relatively new to the system, she demonstrated appreciation, knowledge and understanding of the icon approach. Before she took up the position, Dr. Brown had gone through approach. Before she took up the position, Dr. Brown had gone through the icon methodology very thoroughly for her benefit. She now received weekly training when she attended her form groups icon lesson. Like the icon methodology very thoroughly for her benefit. She now received weekly training when she attended her form groups icon lesson. Like the pupils, staff attending these sessions are encouraged to ask sit with them and learn together. When asked what benefits the pupils had gained from the icon lessons she replied, "I have found that my pupils are able to break down more difficult and complex words, as for learning difficulties. "The nice thing about the method is that I have a say in the icons my subject requires to be covered, because it is more topic based." Lessons sometimes opened with a review of the icons that had been taught earlier and were followed by encouraging pupils to produce a done for some pupils visually and others using blindfolds. Pupils then practised words covered in the icon lesson again both visually for some and blindfolded for others. The degree of confidence observed was My problem with spelling is I cant remember. The icon method has taught me how to hold a word in its different parts. I never use The icon method has been a challenge to me, but I am now well on my way to succeeding. My reading, writing and spelling are already much My son was taught the icon method by Dr. E. Neville Brown for the first time in December 1993 on a visit to the school. and vocabulary have improved dramatically as have his spelling and reading skills. The icons and attention paid to the basic structure of words is a remarkably thoughtful, systematic and logical approach to I was observing one of Dr. Browns icon lessons, when he mentioned the word radical. "What does it mean?" he asked. One of the eighteen Graham enjoyed his Icon lessons and contributed well to them. He learnt to read and write and passed the AEB Basic Science examination. for moderate learning difficulties, where he was very frustrated at the low level of work and expectation. Matthew did well at Icons, learnt to read and write, obtained 4 GCSEs and a City and Guilds Observations of lessons showed that pupils clearly understood and enjoyed the icon method, both cognitively and as a replacement for approaches that had failed for them up to this point. Discussions with positive about the improvements that they had made, though the improvement was not solely attributed to the icon method but also to small classes, high expectations and good teaching. The improvement The first impression one gets of the icon approach might indicate its suitability for more able pupils, but there are youngsters at the school. School archives support the view that in the past there have been pupils who have succeeded with the icon approach despite being described as of low intelligence (WISC-111 UK qualitative Subjects which at first sight seem to be unsuitable to the methodology can be incorporated. The semiology (graphics) of the icons is perfectly applicable to Design and Technology involving thinking operations in the subject. In Music, terms such as major, minor, augmented, chord can be taught in icon lessons in such a way as to relate the percepts and concepts to other contexts of application. relate the percepts and concepts to other contexts of application. Neville Brown says that "The Icons are semiological devices to enhance the perception not of speech sounds but of the units of movement that There is a fundamental belief in the school that subjects which dont appear to be approachable through the icon method can be included. The development of a modern foreign language (MFL), using the development of a modern foreign language (MFL), using the icon/morphemic approach The icon methodology has much to offer pupils with severe written language retardation or dyslexia. Because of its cognitive component