NQT Conference All teachers are teachers of pupils ... mind map ¢â‚¬¢ picture ¢â‚¬¢ play dough ¢â‚¬¢ combination

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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?

    drama •


    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)

  • Expectations •

    How well pupils with SEND make progress relative to their starting points

    Two levels across KS1 and KS2

    KS1 KS2

    P5 P7

    P8 2C

    2 4

  • Key stage 2-4 pupils are expected to make 3 levels of progress

    KS2 KS4

    2 E

    3 D

    4 C

  • The circles of inclusion


    LearningLearning objectivesobjectives

    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!

  • Distillation •

    Identify 3 things you do now

    Share •



  • isual



  • 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

    Visual learners

    Show me..

    Let’s have a look at that

  • Still image

  • 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

    Tell me!

    Let’s talk it over

  • Auditory

    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

  • Use: –


    Testing –


    Music/ chants/rhyme/mnemonics/ –


    Self questioning/role play

  • Stepping stones

    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!

  • Transforming

    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)

  • Dilemma •

    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 •

    Problem solving/investigation/enquiry

    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


  • www.cornwall.gov.uk


  • 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

    Handy Plenary

    With thanks to Lee Sheldon

  • Kim Bishop School Improvement Officer SEND kbishop@cornwall.gov.uk

    ��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