NQT Conference All teachers are teachers of pupils ... mind map â€¢ picture â€¢ play dough...
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NQT Conference All teachers are teachers of pupils with
Outcomes for the session •
Identify features of effective inclusive teaching
Reflect on what you do to include all learners
Identify up to 3 other strategies which would make lessons more inclusive so that pupils make good progress
What does educational inclusion mean to you?
mind map •
play dough •
combination of all/some
‘An educationally inclusive school is one which the teaching and learning, achievements, attitudes and well being of every young person matter.’
‘the most effective schools do not take educational inclusion for granted. They constantly monitor and evaluate the progress each pupil makes…..’
Evaluating educational inclusion, Guidance for inspectors and schools Ofsted
Inclusion is about the active presence, participation and achievement of all pupils in a meaningful and relevant set of learning experiences.
New Programmes of Study (National Curriculum 2008)
How well pupils with SEND make progress relative to their starting points
Two levels across KS1 and KS2
Key stage 2-4 pupils are expected to make 3 levels of progress
The circles of inclusion
Teaching Teaching stylesstyles
Setting suitable Setting suitable learning learning
OvercomingOvercoming potential barriers potential barriers
to learningto learning
Responding Responding to pupils’ to pupils’
diverse needsdiverse needs
What do good inclusive teachers do?
•Think of a pupil with SEND in your class
•Think of one thing you do already to meet his/her learning needs
•Give yourself a mark out of 10 for how you meet his/her learning needs
• By the end of this session you will be able to award yourself at least one more mark!
Identify 3 things you do now
Learn best from information they see or read. Examples: illustrations, pictures, diagrams, demonstrations, displays, handouts, films and flip-charts.
Work by reading lists and written directions.
Able to perform a new task after reading the instructions or watching others doing the task first
Let’s have a look at that
Mind maps and sticky labels•
Move facts around to answer key questions.
Visual and active. •
More Interesting form of revising
Mind maps are a great revision tool to explain concepts and ideas based on facts that a student has learnt.
Auditory learners •Prefer to learn by listening and often mentally recall the words they have heard
•Absorb spoken and heard material easily and like being involved in aural questioning rather than reading material
•Prefer listening to lectures, stories and songs
Let’s talk it over
learners •Enjoy variations in rhythm , pitch and voice inflection
•Prefer discussing and communicating with other classmates
•Able to perform a new task best after listening to the instructions given by the teacher
Music/ chants/rhyme/mnemonics/ –
Self questioning/role play
Teach your group….
Kinesthetic learners •Acquire their knowledge best by doing and moving
•Love moving around frequently and building things with their hands
•Able to learn a new task best by going ahead and trying it out, learning as they go
•Prefer experiments and hands-on experience Let me try!
Go large! The Water Cycle
People can generally remember:
10% of what they read 20% of what they hear 30% of what they see 50% of what they both see and hear 70% of what they say 90% of what they simultaneously say and do
How will this help you
to plan for pupils with SEND?
and Shanker, 1988)
Your school due to cuts in budget has reduced the number of TAs. You no longer have TA support in any of your classes.
How will you support pupils with SEND?
How will this change what you do?
Think about.. Verbalise Reduce text Reduce a diagram Reduce a story or a play Remove a word Reduce a lesson/unit of work/topic to 5 key points Convert a piece of text into a diagram or a picture Convert a diagram into a play, mime or frieze Put key words to music
Convert text or a diagram into a model •
Sequencing (explain their reasoning)
Use analogy –
it’s like… •
Classifying –describe/explain, compare/contrast, similarities/differences, cause/effect, positive/negative
Create learning/mind maps •
Rank order •
Questions to make pupils think (Bloom’s taxonomy)
What are the main features of AfL?
Sharing learning objectives and success criteria with learners
Using effective questioning strategies
Providing positive and specific oral and written feedback
Involving learners in peer and self- assessment
Developing a formative approach to traditional testing
Promoting the belief that every student can succeed
THE ACTIVE INVOLVEMENT OF STUDENTS IN THEIR OWN LEARNING
One thing I have learned today
One thing I would tell other people to
One thing I will do differently
One thing that I enjoyed doing
One message that I’ll take home with me
With thanks to Lee Sheldon
Kim Bishop School Improvement Officer SEND firstname.lastname@example.org
��NQT Conference�All teachers are teachers of pupils with SEND� Outcomes for the session What does educational inclusion mean to you? Slide Number 4 Slide Number 5 Slide Number 6 Expectations Key stage 2-4 pupils are expected to make 3 levels of progress The circles of inclusion � What do good inclusive teachers do? Distillation Slide Number 12 Slide Number 13 Slide Number 14 Slide Number 15 Slide Number 16 Slide Number 17 Mind maps and sticky labels Auditory learners Auditory learners Slide Number 21 Slide Number 22 Kinesthetic learners Slide Number 24 Transforming Slide Number 26 Dilemma Think about.. Slide Number 29 What are the main features of AfL? www.cornwall.gov.uk� Slide Number 32 Slide Number 33 Slide Number 34 Slide Number 35 Slide Number 36