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Actively managing LD:Collaborative Planning
in the Secondary setting
Combined Associations’ ConferenceSPELD, RSTAQ, LDA
Hilton Hotel, BrisbaneSeptember 10th, 2005
Dr Ruth Burnett
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Keeping the End in Mindwith the Student in Mind
One size fits all curriculum
Differentiating curriculum
Collaborative Planning
Unpacking the Outcome by Backtracking
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Actively Managing LDContexts of Collaboration
Science Department and Learning Support
Heads of Department Meeting Whole of school
InfoEd- Managing and sharing relevant student information
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Keeping the Student in Mind
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To Actively Manage LD
Realities for secondary teachers in the mainstream classroom
The adolescent learner
The diverse learning needs of students
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To Actively Manage LD
Realities for the learning support teacher in a secondary setting
Sharing information regarding students
Sharing strategies that ‘enable’ all students
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Within the student
62%
Within the family background or culture
14%
Within the peer group
3%Within the curriculum
8%
Within the teaching approach
2%
Within the student /teacher relationship
4%
Within the school/classroom environment
6%
Other
1%
Westwood, 1995. A study of 300 Australian teachers
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Year 8 Science Setting the Scene
How did this opportunity come about?
Who was involved? Why was it successful?
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Teacher concernsTopic: Separating mixtures
In the past, a poorly done outcome task, how can we (the teachers) improve?
Students have difficulty writing the report
Students don’t ‘think through’ the separation processes even though we ‘teach’ each one
Students don’t seem to ‘get it’ when given the Outcome Task
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A diversity of learners
mixed abilities a range of learning difficulties/disabilities central auditory processing hearing impairment, Ascertainment Level 4 ADD, ADHD Poor fine motor skills Poor writing skills and spelling
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CollaborationBringing bodies of expert
knowledge together
Science and learning support Removing some of the barriers in the path of
students experiencing learning difficulties enhancing teachers’ repertoire of teaching
strategies ‘knowing’ your students
One in Eleven students has a language learning disability (Brent, Gough, Robinson, 2001)
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Raising teacher awareness
Curriculum specific language is critical for learning
1 in 11 students has a language learning disability
The increasing demands of the secondary curriculum for all adolescent learners
Common misconceptions
Students should have basic literacy skills in place
These students should be the responsibility of the Learning Support teacher
Students should be responsible for their own organisation
The English Department is primarily responsible for teaching writing skills
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How would you separate the powdered clay that clings to the peas?
Continue your flow chart of cards on the A3 sheet.
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Why were the learning outcomes positive for this class of students?
Included socially and academically in their groups
Group arrangement provided natural scaffolding so that students with difficulties were able to do the task
Peers could give immediate help when needed Relaxed relationship between students and
teacher Activity required students to be involved in
doing and verbalising, telling the story, using the language
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Students had time to clarify the question, think through the problem and respond
Teacher did not suggest solution, but asked questions that led students to the next step
Teacher gave clear, explicit instructions, students knew what they were expected to do
Games approach
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Heads of Department Meeting
Sharing literacy results Sharing teaching strategies that
worked Using other ‘experts’
Speech and Language Pathologist Inviting, creating discussion
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Teaching strategies
Modelling
Oral Visual
Physical
A structure to follow Gives entry into an
activity Clarifies for students
what they should learn
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Scaffolding
Teachers need to know when to add or dismantle scaffolding
Graphic organisers Models Meets the need of
visual learners Walks students
through the activity
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As students make progress, scaffolding is removed or replaced.
The aim is to make students aware of the ways in which strategies can help them learn more effectively.
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Direct and Explicit teaching
Students know what is expected of them
Short, carefully sequenced steps
Identifies what is important
Explicit scaffolding Teaches strategies Can be whole
class, small group or individual
Provides a structure that can be added to or removed
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Groups
Focus on the students reaching their own understanding
Need to be actively constructed, requirements of activity
Allow students to ‘feed off’ one another’s ideas
Teachers have more opportunities to assess learning
Gives students time they need for processing instructions
Reduces pressure on students
Encourages all students to respond
Opportunity for peer tutoring
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A whole school commitment
Individual teachers make a difference
Innovative practices Whole school commitment makes
the greatest impact
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InfoEd
An information management service supporting teaching and learning
online www.infoed.com.au
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