Creating an Inclusive Classroom - Joseph Chamberlain College .Creating an Inclusive Classroom . Joseph

  • View
    215

  • Download
    0

Embed Size (px)

Text of Creating an Inclusive Classroom - Joseph Chamberlain College .Creating an Inclusive Classroom ....

  • Creating an Inclusive Classroom

    Joseph Chamberlain College: Connecting Teachers Conference

    6th and 7th July 2017

    Emma Foster

    Pupil and School Support

    Partners on the pathway to a positive future for children and young people

  • Defining Mat - Starter Activity

    Definition of the word

    Draw an image / symbol

    Synonyms Create a model using plasticine

    Inclusion

  • Aims To have a common understanding of

    what is meant by inclusion.

    To consider practical strategies that can be used to promote access for students with cognition and learning needs.

    To evaluate your own practice and identify strategies that will enhance your provision.

    Joined Pupil and School Support in April 2016 (a Cognition and Learning Service) Secondary trained Taught English Managed SEN department

  • Defining Mat - Starter Activity

    Definition of the word

    Draw an image / symbol

    Synonyms Create a model using plasticine

    Inclusion

  • National Curriculum: Inclusion Statement

    Discuss: what do you think are the expectations for schools?

  • The National Curriculum: Inclusion Statement Summary

    Setting suitable challenges: high expectations for every student (greater obligation to plan lessons for those with low levels of attainment/disadvantaged)

    Respond to pupils needs and overcoming potential barriers for individuals and groups of pupils

    A minority of pupils will need access to specialist equipment and different approaches.

    Potential areas of difficulty should be identified and addressed at the outset of work.

    Teachers must also take account of the needs of pupils whose first language is not English.

  • Reminder: SEN Code of Practice September 2015

    Teachers are responsible and accountable for the progress and development of the students in their class.

    High quality teaching, differentiated for individual students, is the first step in responding to students who have or may have SEN.

  • Recap- A Graduated Approach (SEN CoP 2015)

    A cycle:

    Assess Plan Do Review through a series of stages

    Universal Support: Including High Quality Teaching strategies and adaptations to teaching

    Targeted Support: Additional intervention if needed (planned by teacher with TAs with additional advice/support from the SENCO)

    Specialist Support: outside agency involvement

  • Think, Pair, Share: Barriers

    Think: one minute silent

    thought

    Pair: discuss with the person next

    to you

    Share: whole group discussion

    be ready to feedback

    What barriers do students with SEND

    face in the learning environment?

  • Barriers (not exhaustive!) Students difficulty Potential barriers

    Processing speed, speed of reading/writing

    Pace and rate of the lesson, expected amount to read/write

    Understanding Language used (written and spoken), text types, abstract concepts

    Short-term and working memory, retention

    Memory load (too much to remember), learning not interleaved

    Reading, writing and numeracy skills

    Text type (readability), availability of resources to support (i.e. visuals, manipulatives)

    Concentration and attention

    Environment, peer groupings, information overload

    The social model of disability says that disability is caused by the way society is organised, rather than by a persons impairment or difference. It looks at ways of removing barriers that restrict life choices for disabled people.

  • What will they need in your classroom

    General guidance:

    Differentiated activities so that they can participate, achieve and make progress.

    Learning set out in smaller steps Tracking back through the curriculum if necessary Practical, multi-sensory activities to support the

    development of abstract concepts.

    Specific programmes/activities to support their progress in developing literacy and numeracy skills.

    This session: Language, Memory/Retention, Reading, Writing

  • Overcoming Barriers: Language

    Blesnicarpe: A substance found in muscles which is necessary

    for dancing

    Tracopertass: A condition which affects people who dont eat

    enough protein

    Scagescallen: A vitamin found in mangoes which affects mood

    Frincorp: A sudden increase in body temperature caused by

    excessive laughing

    Take a few minutes to read these nonsense words and their

    meanings. Try to memorise them:

  • Now answer the following:

    1.Name the vitamin found in mangoes which

    affects mood

    2.What substance found in muscles is

    necessary for dancing ?

    3.What is Tracopertass?

  • What are the needs of your learners?

    Look at the primary and secondary milestones posters with a partner. Are your learners using / understanding language at age appropriate levels?

    Approx. what age is their level of functioning? These can be used to support with identifying SLCN.

    www.thecommunicationtrust.org.uk

    50% learners in deprived areas have SLCN on entry

    10% have persistent difficulties

  • Considerations:

    Learners with vocabulary learning difficulties might have difficulty with one or all of the following Imagine the demands of the whole curriculum!

    1. Difficulty remembering part or all of the words pronunciations accurately (the words phonological forms);

    2. Forgotten all or part of the meaning (the words semantics);

    3. Wrongly associated word and meaning e.g. remembered frincorp as a tear in your ligament.

    The secondary school curriculum makes heavy demands on a learners ability to acquire new vocabulary:

    Estimates suggest that between the ages of 7and 16 years, typically developing learners learn an average of 3000 new words a year.

    In secondary schools much new vocabulary is curriculum related (academic languages develops after social language).

  • Biology

    Suggest how the experiment could be changed to give a reliable way to measure the rate of the reaction. Include any apparatus you would use

    History

    Which interpretation do you find more convincing concerning the conflict between North and South in the American Civil War? Explain your answer using the Interpretations A and B and your contextual knowledge

    English

    In your response, write about your own impressions of the characters. Evaluate how the writer has created these impressions and support your opinions with references to the text

    Impact of vocabulary knowledge

    Which bits of language do the learners need to understand?

  • What kind of words do we teach?

    Tier 3

    Unusual Subject specific words

    E.g. sodium, apparatus, photosynthesis

    Tier 2

    Useful, common but difficult words which can be used across different situations

    Words explaining a concept in greater detail, e.g. Agony, impatient, horrendous, exaggerate

    Vocabulary for learning used across many or all subjects, e.g. Estimate, summarise, explain, design

    Tier 1

    Basic words that rarely need to be taught

    E.g. house, playing, boy

    Often taught

    No need to teach

  • Overcoming Barriers: Language

    Share real objects, photographs, pictures in order to teach new vocabulary.

    Use short simple instructions. Give one at a time, in the correct order and check for understanding.

    Write down and display instructions after saying them. Provide a list of key vocabulary for a particular topic (with visual

    cues). Display throughout the lesson.

    Provide speaking frames for group discussion/class contributions. Continually model correct use of language (to address grammar). Explicitly teach new vocabulary (i.e. use Defining Mats).

    Targeted (additional adult support): Pre-tutor key vocabulary/concepts related to topics and schemes of learning.

  • Robust vocabulary teaching

    Teach new vocabulary in context

    Provide as many hooks as possible so word storage is secure

    Repetition is key (can take 70 repetitions to commit to memory)

    Visual strategies to embed

  • Example: Defining Mats

    Possible Adaptions: Synonyms Antonyms Write the word in a

    sentence Draw an image to

    represent the word For the creative:

    make a model from plasticine!

    Targeted (additional adult support): Pre-tutor key vocabulary/concepts related to topics and schemes of learning.

  • Vocabulary (self monitoring) My

    Vocabulary

    List

    Red Zone Amber Zone Green Zone

    I dont know this word at all

    Ive heard of this word, I understand it but cant use it

    I know this word and can use it in a sentence

    I need to stop and ask a question

    I need to slow down and check

    I can read at normal speed

  • Speaking frames

    Targeted (additional adult support): Talking Partners modelling responses(i.e. use of keywords)/correcting grammatical structures

  • Overcoming Barriers: Memory and Retention

    All learners benefit from information being presented in a variety of ways to ensure there is optimum processing opportunity. Aim: To utilise as many different pathways to the brain as possible through a multi-sensory approach, overcoming barriers to learning and improve retention.

    Activity: Think, Pair, Share: think of a lesson you have taught this week how w