Jennie Young PAD (Specific Learning Difficulties) SpLD Tutor No-one Gets Left Behind: Creating Inclusive Learning Sessions What are your expectations of todays session? No-one Gets Left Behind: Creating Inclusive Learning Sessions 2 Objectives By the end of the session participants will be able to: 1.Define an inclusive session. 2.Describe how to plan, prepare and deliver an inclusive session. 3.State why it is beneficial for students to have handouts available before the session. 4.Describe the primacy/recency effect in relation to learning. 5.Effectively utilise the PAD team in relation to the identification and customisation of PAD learning materials. No-one Gets Left Behind: Creating Inclusive Learning Sessions 3 Presentation Outline Inclusion Planning Preparation Delivery Summary No-one Gets Left Behind: Creating Inclusive Learning Sessions 4 Inclusion No-one Gets Left Behind: Creating Inclusive Learning Sessions 5 Inclusion Task 1 How would you define an inclusive session? No-one Gets Left Behind: Creating Inclusive Learning Sessions 6 Image source:learning-and-teaching-handbook.pdf Inclusion Inclusion applies to an arrangement where every student's (including disabled learners) entitlements have been designed in from the outset, as opposed to 'integration' which applies to the assimilation of students into a pre-existing arrangement. (The Higher Education Academy, 2014) No-one Gets Left Behind: Creating Inclusive Learning Sessions 7 Inclusion Key points: An inclusive learning environment is a requirement of The Equality Act Teaching is planned to be inclusive so that all students needs are met from the start. Allows teachers to be reflective of their own practices from the perspective of all learners. (The Higher Education Academy, 2014) No-one Gets Left Behind: Creating Inclusive Learning Sessions 8 Inclusion Spot check What are the key points of inclusion? No-one Gets Left Behind: Creating Inclusive Learning Sessions 9 Planning No-one Gets Left Behind: Creating Inclusive Learning Sessions 10 Planning Task 2 When planning a session, what information do you require regarding learners with learning difficulties and disabilities? How is this information communicated? No-one Gets Left Behind: Creating Inclusive Learning Sessions 11 Planning Task 3 Which cohort of learners would producing a glossary support? Write down at least two reasons why this would support a group of students Image source:http://www.tctwebstage.com/glossary.htm No-one Gets Left Behind: Creating Inclusive Learning Sessions 12 Image source: Preparation No-one Gets Left Behind: Creating Inclusive Learning Sessions 13 Preparation Lecture hand-outs Room No-one Gets Left Behind: Creating Inclusive Learning Sessions 14 Preparation - Lecture Handouts Task 4 Which cohorts of learners would benefit from having handouts available before a lecture? No-one Gets Left Behind: Creating Inclusive Learning Sessions 15 Image source:inclusive-learning-and-teaching-handbook.pdf Preparation - Lecture Handouts Task 4 Match together the issues and solutions providing handouts would give to your cohort of learners: No-one Gets Left Behind: Creating Inclusive Learning Sessions 16 CohortIssueSolution Mature studentHandwrites notes. May find it difficult to write constantly for the whole lecture. Important points could be missed which are then omitted from essays and exams. Handouts are used as a template in lectures so vital points are not missed and all the information does not need to be written down. (Trinity College Dublin, 2011) Preparation - Room No-one Gets Left Behind: Creating Inclusive Learning Sessions 17 What aspects of your teaching space can you manage? Preparation Spot check How does providing handouts before a session assist students with Specific Learning Difficulties (SpLDs)? No-one Gets Left Behind: Creating Inclusive Learning Sessions 18 Delivery No-one Gets Left Behind: Creating Inclusive Learning Sessions 19 Delivery - Introduction Recall previous learning Lesson overview Topic overview No-one Gets Left Behind: Creating Inclusive Learning Sessions Delivery Variety of instructional approaches Clear, short instructions in writing Recap of learning Pace and volume Reading aloud Spelling Allow time for questions Clear and concrete examples No-one Gets Left Behind: Creating Inclusive Learning Sessions 21 Image source:olopoly_fs/ !/file/The -inclusive-learning-and- teaching-handbook.pdf Delivery No-one Gets Left Behind: Creating Inclusive Learning Sessions 22 Image source: Delivery - Primacy/Recency Effect Task 5 No-one Gets Left Behind: Creating Inclusive Learning Sessions 23 Source: Delivery - Primacy/Recency Effect No-one Gets Left Behind: Creating Inclusive Learning Sessions 24 https://www.lancsngfl.ac.uk/secondary/math/download/file/How%20the%20Brain%20Learns%20by%20David%20Sousa.pdf Delivery - Primacy/Recency Effect In a learning episode, we tend to remember best that which comes _______, and remember second best that which comes _______. We tend to remember least that which comes in the ______ of the episode. This is not a new discovery; Ebbinghaus published the first studies on this phenomenon in the 1880s. (Sousa, 2011) No-one Gets Left Behind: Creating Inclusive Learning Sessions 25 Summary No-one Gets Left Behind: Creating Inclusive Learning Sessions 26 Summary Task 6 On the hand-out provided make a note of the main points that you will take away with you today No-one Gets Left Behind: Creating Inclusive Learning Sessions 27 Summary Write down one good practice that you will take away with you today Share it with the group No-one Gets Left Behind: Creating Inclusive Learning Sessions 29 Objectives By the end of the session participants will be able to: 1.Define an inclusive session. 2.Describe how to plan, prepare and deliver an inclusive session. 3.State why it is beneficial for students to have handouts available before the session. 4.Describe the primacy/recency effect in relation to learning. 5.Effectively utilise the PAD team in relation to the identification and customisation of PAD learning materials. No-one Gets Left Behind: Creating Inclusive Learning Sessions 30 Contact Details Telephone ext: : Monday, Wednesday and Friday Tuesday and Thursday Location: G210 - Monday, Wednesday and Friday Ground floor of the library - Tuesday and Thursday 31 Grand Designs: Creating Inclusive Learning Materials 31 References Rose, J. (2009) Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties. Available at:on.gov.uk/publications/eOrderingDownload/ DOM-EN.pdf (Accessed: 14 March 2014). Sousa, D. (2011) Primary/Recency Effect. Available at:%20Learns%20by%20David%20Sousa.pdf (Accessed: 30 July 2014). The Higher Education Academy (2014) Inclusive Teaching Practice. Available at:aching_Practice (Accessed: 21 May 2014). Trinity College Dublin (2011) Lecture Handouts - Who Benefits? Available at: https://www.tcd.ie/CAPSL/TIC/accessible-info/student-info/who-lh.php (Accessed: 30 July 2014).