WELCOME TO THE SEN TEACHMEET...West Hill School Recipes… they are so confusing! Spatial awareness...

WELCOME TO THE SEN TEACHMEET

Abigail Slade West Hill School

Schedules in Food Technology

Schedules in Food Technology

Why do we use them?

Abigail Slade Deputy Headteacher

West Hill School

Recipes… they are so confusing!

Spatial awareness

Difficulties in retrieving information

Working in a hazardous room

Sensory overload

Application of a range of skills

Using equipment which isn’t used regularly

Subject specific vocabulary

And a whole lot more…

Challenges we face in Food Technology

Look at them in action

They are presented clearly Logical order Information given as appropriate to the learner Enables independence Allows them to manage all the other barriers /

challenges that they may face in the session

Using a schedule gives us some consistency

Not just in Food Technology

Useful strategy for any functional life skill

Can be as short or as long as you want

Further use…

Theresa Donnelly Linden Bridge School

Top tips for an effective ASD pupil observation

Top tips for an effective ASD pupil

observation.

Theresa Donnelly ASD outreach advisor, Linden

Bridge School. THERESA DONNELLY

Observing pupils with

autism

Environment

THERESA DONNELLY

Observing pupils with

autism

Environment Learning

style

THERESA DONNELLY

Observing pupils with

autism

Environment

Learning style

Support staff working with pupils with

autism

THERESA DONNELLY

Observing pupils with

autism

Environment

Learning style

Support staff working with pupils with

autism

Theories of cognition

THERESA DONNELLY

Observing pupils with

autism

Environment

Learning style

Support staff working with pupils with

autism Theories of cognition

Behaviour

THERESA DONNELLY

RECOMMENDED READING

The Out of Sync Child Paperback – 25 Jun 1998 by Carol Stock Kranowitz

The Complete Guide to Asperger's Syndrome (Autism Spectrum Disorder):

Revised Edition Paperback – 15 May 2008 by Tony Attwood

Autism as Context Blindness Paperback – 30 Sep 2012 by Peter Vermeulen

The Passionate Mind: How People With Autism Learn Paperback – 15 Oct 2010

by Wendy Lawson

The Girl with the Curly Hair - Asperger's and Me by Alis Rowe

M is for Autism Paperback – 1 Jul 2015 by The Students Of Limpsfield Grange

School (Author), Vicky Martin (Author)

http://www.autismuk.com/the-culture-of-autism/

www.livingwellwithautism.com

http://www.autismeducationtrust.org.uk – Competencies and Standards

www.linden-bridge.surrey.sch.uk – Outreach - Resources

http://www.autism.org.uk

THERESA DONNELLY

The End. Thank you!

THERESA DONNELLY

Helen Pearman West Hill School

Questioning using Bloom’s Taxonomy

Questioning using Bloom’s Taxonomy

SEN TeachMeet

On AVERAGE: How many questions do

teachers ask per day?

400

Studies show approximately 80 percent of all the questions teachers ask tend to be factual, literal, or knowledge-based questions.

Using higher order questioning

Higher order questions improve attainment, understanding, skills, curiosity, independence and critical thinking skills.

Lower order questions – limits critical thinking, focuses on recall of knowledge. 80% of most questions.

Research shows the ‘best’ wait time is three seconds for a lower-order question and 10 seconds + for a higher-order question.

Bloom’s taxonomy and Goldilocks Remembering Who was the biggest bear? What food was too hot? Understanding Why didn't the bears eat the porridge? Why did the bears leave their house? Applying List the sequence of events in the story. Draw 3 pictures showing the beginning, middle and ending of the story. Analysing Why do you think Goldilocks went for a sleep? How would you feel if you were Baby Bear? What kind of person do you think Goldilocks is and why? Evaluation Write a review for the story and specify the type of audience that would enjoy this book. Why has this story been told over and over again throughout the years? Act out a mock court case as though the bears are taking Goldilocks to court. Creating How could you re-write/re-tell this story with a city setting? Create a set of rules to prevent what happened in the story. What if questions? E.g. What if there were only 2 bears? What if Goldilocks had escaped?

Bloom’s taxonomy and a pen Remembering What is a pen? What does it look like? Understanding What are some uses for a pen? It can be used to write but are there other things as well? Applying Now that you know what a pen is used for, how do you use it? With your source of knowledge about the pen, how could you apply this to whatever you need a pen to do? Analysing If you are able to take apart the pen, what is the function of each part? What is each part’s importance and role in making that pen being able to do the task it is used for? Evaluation Is a pen the best way to write? Why/ why not? Creating Can you design a pen for a specific purpose?

Caroline Ward Oxford University Press

An Introduction to Numicon

© Oxford University Press 2013

© Oxford University Press 2013

What is Numicon?

• A multi-sensory and active approach to

teaching maths – helping children grasp abstract

mathematical concepts

• Uses real-life contexts, concrete objects and

conversation – building a sound understanding

of the fundamental concepts and principles of

maths

• Developed from years of classroom experience

• All you need for easy planning, assessment and

tracking for the National Curriculum

• Proven to raise the achievement of children of

every age and ability

© Oxford University Press 2013

Numicon is perfect for the

new Primary Maths

Curriculum

Numicon perfectly embodies the aims of the

new Primary Maths Curriculum:

• Develop fluency by using visual, practical

base to aid conceptual understanding and

recall

• Reason mathematically through the use of

concrete objects and spoken language to

explain and justify

• Become confident problem-solvers by

applying their learning to different real-life

contexts

Why does Numicon make

a difference?

• Maths involves abstract ideas

• Maths involves spotting patterns and making generalizations

• It requires the understanding of number relationships

Written numerals and symbols alone do not make

this easy…

Why does Numicon make

a difference?

+ =

5 3 8

Numicon Shapes enable children to

visualise the maths and to talk about it,

which embeds understanding and

confidence.

Progression with Numicon

What does this

show?

What is this?

If this is 10… If this is 1…

5 is of 10

1 2

1

10

or 0·1

If number knowledge is well-embedded from

the start through the use of structured

apparatus, children can use their number fact

knowledge to access more complex areas.

Progression with Numicon Children can also use structured

apparatus for concepts such as

percentages and equivalent fractions.

If the board is 1,

what does this

show?

1

6 =

2

12=

3

18

The counters show that:

57%

or 57

100

Progression with Numicon Children can use number rods to help

them visualise new concepts involving

algebra and percentage increase.

How is this sequence increasing?

Each shape is made of a square of number

rods with another rod added on top…

How can we find 25% extra?

2 6 12 20

To increase a number by 25%,

we can show the proportions

with rods.

12 + 1 22 + 2 32 + 3 42 + 4

Using ‘n’ for the number rod, we can

write the nth term as:

n2 + n

Breaking Barriers

• is specifically designed for teaching children who experience

particular difficulties learning maths

• develops core understanding of key number concepts with

suggestions for real-life contexts

• contains expert guidance and a structured progression of activities,

planning and assessment

• now includes activities for 2-digit numbers, multiplying and dividing

and a practical introduction to fractions

Numicon Breaking Barriers is specifically designed for

teaching children with special educational needs and

disabilities, and those working well below age-related

expectations. This revised and extended of Closing the

Gap with Numicon:

Numicon in the classroom

© Oxford University Press 2013

Helen Baggs Therfield School

Demonstrating a Literacy Snowball

Literacy snowball

Today’s Question – How do I improve my End of Unit test mark?

Today’s Question – How do I improve my End of Unit test mark?

Characters

Quotations

Inference

Today’s Question – How do I improve my End of Unit test mark?

Deduction

Structure

Dialogue

Today’s Question – How do I improve my End of Unit test mark?

Narrative

Persuasion

Alliteration

Becca Dowell West Hill School

Using sensory stories to promote the curriculum

Using sensory stories to promote

the curriculum

What is a sensory story?

text + sensory stimuli

The boy was crying + water being trickled down a pupils face

The benefits of sensory stories

• Can be used to support ALL learners

• Boosts learning

• Engaging and exciting

• Can be used to across the curriculum

• Can be used to introduce new sensory stimuli

Use across the curriculum

Literacy- reading

Food technology

Maths

Literacy- communication

Science

A midsummer

nights dream

Film clip

Top tips

• Familiarise yourself with the story

• Choose the most exciting sensory stimuli

• Keep it simple

• Be enthusiastic

Helpful links

Pete Wells sensory stories http://www.portlandcollege.org/curriculum/sensory-stories/

Twinkl sensory stories http://www.twinkl.co.uk/resources/specialeducationalneeds-sen/sen-sensory/sen-sensory-stories

Activity ideas http://ginadavies.co.uk/ https://www.facebook.com/ginadaviesautism/

10 MINUTE BREAK

Please feel free to network, get a drink or speak to a presenter