Paula Ferrari Speech Pathology in West Melbourne, Victoria, Australia | Speech pathologist

Paula Ferrari Speech Pathology

Locality: West Melbourne, Victoria, Australia

Phone: +61 427 058 564

Address: 68 Abbotsford St 3003 West Melbourne, VIC, Australia

Website:

Likes: 141

Add/Update information

Reviews

Tags

• Speech pathologist
• Tutor/teacher
• Speech therapist

25.01.2022 Thanks Alison Clarke at Spelfabet! Free resources for educators and parents wanting knowledge and materials to help teach reading and writing.

18.01.2022 Cognitive load theory helps us understand why explicit teaching (eg direct instruction) for children (or adults!) is so helpful for learning something new. Not just for literacy, but in every teaching and learning situation. Something I talk to my speech pathology students about all the time. A great article for educators and parents. The theory holds that most children will acquire natural skills such as learning to listen to and speak a native language without s...chools or instruction. We have specifically evolved to acquire such knowledge automatically. It is called biologically primary knowledge. But there is another category of knowledge biologically secondary knowledge, which we have not evolved to acquire. It consists of virtually every topic taught in schools from reading and writing to science and maths. Cognitive load theory is concerned with the acquisition of secondary knowledge. The theory now underpins the method of explicit instruction where a teacher will explicitly provide students with information or demonstrate a way of doing things a common means of teaching in schools. Cognitive load theory explains why this method works. Probably the best-known teaching method is based on the worked example effect. This occurs when students who are shown how to solve a particular problem or write a specific essay learn better by studying an example first, instead of generating a solution themselves. A colleague and I showed this in 1985. One group of students were shown a series of problems and their worked example solutions. Another group wasn’t given example solutions. The first group performed significantly better on a subsequent test of similar problems to the example. Subsequent work demonstrated the same effect on transfer problems that differed from the example, than the group who had to come up with the the solutions themselves. Studying a worked example reduces the working memory load compared with generating a solution yourself. When solving a problem, you will inevitably consider a large number of possible moves, many of which do not assist in reaching the solution. But when the solution is provided by a worked example, you are shown exactly which moves are relevant and you don’t have to consider a large number of alternative moves that lead to dead ends. The problem solutions can be stored in long-term memory. Once lots of problems and solutions are stored in long-term memory, we are in a better position to work out a solution to a new problem that can be related to previously learned solutions. Basically, to think deeply, we need lots of knowledge stored in long-term memory. https://theconversation.com/i-had-an-idea-in-the-1980s-and-

16.01.2022 Had lots of lovely feedback from my students via the La Trobe Paediatric Fluency Clinic 4th year student survey sent to me today. See below for a collation of some of their lovely comments! "This placement was a fantastic experience. Paula was very knowledgeable and always happy to share her wealth of knowledge with us. We were able to be included in all aspects of the clinic including seeing client, writing reports, assisting with admin (schedules) and resource creation. I ...feel that this provided me with a rich understanding of how the clinic was run, allowed me to develop my skills in all areas and feel part of the team. Paula was a supportive CE in her manner and delivery of constructive feedback. I felt that I could easily approach Paula with questions or interesting research which we could discuss and problem-solve collaboratively. Paula was always open to answering questions and helping us learn. She would also frequently send us articles and resourced she found to support us and our learning. Paula was very warm, welcoming and made me feel very comfortable to share my thoughts and opinions. She also provided us with thorough education on the first day to help us feel prepared for the placement. Paula makes everyone feel extremely welcome and comfortable. We were always happy to ask questions and raise questions for discussion. She also made it a safe environment for learning and reflection. Paula provided effective modelling, explicit teaching to us as students, and also provided constructive feedback which we could apply and act on. Paula provided us with written feedback after each session. This helped us to see areas for improvement. Along with this, Paula was always available to demonstrate new tasks both before and during a session if we needed assistance. She was also prompt to reply to emails when we had questions throughout the week. Paula made it a priority that all students had experience with a range of clients and clients at different stages of the Lidcombe program. I am very appreciative of this as it allowed for a diverse learning experience. I now feel confident treating all Lidcombe clients that I see. We always received both written and verbal feedback. This was always constructive and allowed us to further develop our skills across sessions. At the end of each day we always had reflection time. During this time we reflected on each client, asked questions and planned for the following week. It also gave us time to reflect on our own performance. Paula was a supportive CE in her manner and delivery of constructive feedback. I felt that I could easily approach Paula with questions or interesting research which we could discuss and problem-solve collaboratively. Paula allowed us to be part of every part of the clinic including client booking and phone calls to parents / outside speech pathologists along with seeing clients. This really helped me to see what was involved and feel part of the team. "

14.01.2022 Introducing my amazing PA, Anita. Here she is today helping me carry 5000 toys to a home visit in Docklands. Anita has also brought her humour, compassion, enthusiasm, and organisation. We are a great team already.

10.01.2022 2 whole years since I started my private practice official . I’ve also discovered that I can continue practising speech pathology effectively using Telehealth. It took a pandemic but finally I think I did choose the right profession afterall.

10.01.2022 A common myth about stuttering is that it is caused by anxiety. Not true at all. Although stuttering can contribute to feelings of anxiety about speaking, stuttering is a physiological problem with a genetic basis.

09.01.2022 I’ve been working for the past 6 weekends as a Clinical Educator in the Adolescent Intensive Fluency Clinic at La Trobe Communication Clinic. The clinic started as a face-to-face clinic before we went into the lockdown in Melbourne. The intensive involves training 12 speech pathology students and 6 clients who stutter to learn a technique called prolonged speech. Apart from the first day of treatment, the clinic has successfully been run via zoom, with multiple breakout roo...ms for individual and group activities. This program has been life-changing treatment for all 6 adolescent boys who can now communicate without stuttering. It’s satisfying work but very intense. I’m grateful to be able to provide help for this often debilitating communication disorder, as well as training the next generation of speech pathologists to use a super power. See more

02.01.2022 Expressions of interest for my personal assistant! 5 hours per day x 5 days per week. Flexible hours. Sometimes very interesting and sometimes very boring! But I wouldn’t be asking you to do anything I wouldn’t do. Based in West Melbourne. Some of the work could be virtual, some will be at my West Melbourne office. Email [email protected] Thanks!