Activity Frameworks for

Diverse Abilities

Laura Greaves

Agenda:Contexts

Diverse Abilities

- Activity One

Framework

• Differentiation

• Lesson / Teaching structures

• Environmental Structures

• Practical, user friendly strategies (You can use anywhere, with anyone!)

Put it all together – Your toolkit

- Activity two

Contexts:

Life experiences : Work Experiences : Professional Learning : Interests : Likes/Dislikes

Yours

Mine

How does this relate to our teaching practice?

Diverse learners = Diverse abilities

Diversity: the inclusion of individuals representing more than one national origin, colour,

religion, socioeconomic status, sexual orientation, diffability etc.

And, in educations case, is it also my hair, my bus ride, the flat tyre I had, the boy/girl I like,

the way the teacher in the last class spoke to me, my [subject] anxiety, trauma etc.

So… its really just all of us, and its been around forever.

Diverse learners = Diverse abilities

If we all come with our elements of diversity, we all then present with diverse learning abilities and needs.

- Lower/higher skills base

- Readiness to learn

- Communication (Receptive/expressive)- Ability to receive, process and also express information

- Sensory

- Behavioural (Regulation)

We can’t change the abilities we are being presented with, so what CAN we change?

Activity One:

What are the most common diversities and diverse abilities you are experiencing when

teaching?

- Please discuss and fill in your worksheet

The Framework:

Framework for teaching 101, The Diverse Teacher, LG 2019

Differentiation:

✓Exploring different ways to cater for students’ diverse needs in learning.

✓Recognizing and supporting individuality while creating learning opportunities for all (Combine grade level expectations and individual learning needs).

✓Equity, respect and proactivity in the teaching and learning process.

It is NOT about planning individualised lessons for every student.

Differentiation of work:

Differentiation planning:

1. Capture the abilities into manageable groups

(Low/Med/High, Visual/Auditory/physical, Listeners/bouncy balls)

2. Highlight the MUST know for each group from the lesson content

3. Plan the flow of the lesson: How will I do this AND breath?

4. Know your back up plan and mantra

Lets have a look…

Differentiation in the moment: Quick tricks

- Youtube a video of the concept- Have step checklists and planners ready- Use breaks and motivators- Set the structure of the lesson

Lesson / Teaching structures:

▪ Relationship in minutes – You control how things start(Greeting, Who are you, what is going to happen next)

▪ Select a structure:• Stereotypes

• Two groups

• The individuals

• As a group/class

• Breaks and brakes

Environmental Structures:

A do-able structure in most situations.

Table set up

Resources

Sensory tools

Environmental Structures: Table set up

Environmental Structures: Resources

- Locate!

- Your stash (Stationary, Planners/structures, games, mindful colouring)

- Safety

Environmental Structures: Sensory

What is your arousal level now?

Do you need a coffee?

Do you need a wine?

Do you ever have that niggling feeling where you don’t know why but you feel like you want to explode at someone?

How does exercise make you feel? (Apart from puffed)

Why do we have breaks?

Do you ever eat your breakfast thinking –I really can’t do it today.

My body just doesn’t feel right!

How do you feel after stepping of Wizzy Dizzy?

Arousal levels

High arousal

level

Appropriate

arousal level

Low arousal

level

Environmental Structures: Sensory

Environmental Structures: Sensory Tools

Sensory reality:

Practical Strategies:- that enhance management and positive behaviour support

When your teacher asks you a question...

Tell the teacher your answer. It’s okay to have a guess.

If you didn’t hear or understand the question sayCan you ask me again?

If you need more time to think sayI need think time

If you need some help sayCan you give me a hint?

If you are stuck say Can I try a new question?

My Equipment List❑ Pencil case:

❑Pens

❑Pencils

❑Eraser

❑Ruler

❑Calculator

❑ Text book

❑ Folder:❑Timetable.

❑Behavioural expectations/record.

❑Thermometer/5-point scale.

❑Labelled sections for all subjects.

❑Plastic sheets for photocopies.

Talk to an adultWhen I am getting worried or angry I can find an adult and tell them how I am feeling.

I can tell them what is making me feel like this

Push the wall overFind a wall, put two hands on it and try as hard as you can to push it over for 30 seconds.

Run it outFind a place and run on the spot as fast as you can for 30 counts

Chill out

Tell an adult you feel like you need to “Chill out” then go into your room and play with something

that makes you feel happy again.

Stretch a Stretchy BandFind a stretchy band and stretch it as much as you can for 30 seconds.

Stretch, stretch, stretch!

Recycle your ANGER!Talk all of your anger into a bag and throw it away in the recycling bin!

Break cards, dots, signs

The dots!

My 9 ways to

feel better

1. Make a Buttery Wish

2. Draw a picture

3. Squeeze my

squishball

4. Make a bracelet or necklace

5. Write about my feelings

6. Think about my favourite animals

7. Give my worries to my Worry

Doll

8. Use my Troubles Bracelet

9. Do my deep

breathing exercise

My 9 ways to feel better

1. 2.

3.

4.

5. 6.

7.

8.

9.

Name: Date: Time:

Where were you?

What happened to you?

Who did this?

What did you do?

1. Analyse the behavior

2. Find and teach appropriate replacement behavior

and/or new skills

- What are appropriate replacement behaviours?

3. Re-enforce new behaviour

Practical Strategies: Positive Behaviour Support

Putting it all together: Your Toolkit

Activity Two:

Using the planners provided, reflect on each section of the framework and consider any new or modified ideas and strategies you can take with you today!

You are ALL amazing.

Remember it always.

Thank you ☺