INCLUSIVE STRATEGIES FOR STUDENTS

ESF EA CPD dayOctober 2015

GETTING TO KNOW YOU

Stand up if ….

Headlines - about me-what I hope to learn today

OBJECTIVES FOR THE WORKSHOP Explore inclusion Look at the role you play Look at models of differentiation and what it

mean in classroom practice To explore a range of inclusive strategies

including use of positive language and questioning

Share resources

WHAT DOES INCLUSION MEAN TO YOU?

Think, pair, share

INCLUSION No simple definition Schools shared values and beliefs and use of a

common language (what is your school’s mission and vision?)

Opportunity to access learning for all learners at all levels e.g. mild, moderate, able, twice exceptional

Equity Entitlement Diversity

INCLUSIVE CLASSROOMS SHOULD BE …

WelcomingRespectful of differencesSafeGrowth-mindsetSuccess-orientatedFairCollaborative

YOUR ROLE IN THE INCLUSIVE SCHOOL

To provide effective: support for the studentssupport for the teachersupport for the curriculum support for the school

Talking partners - explore

INCLUSIVE SCHOOLS

Can do culture Growth mindset – language of YET

https://www.youtube.com/watch?v=XLeUvZvuvAs

ROLE OF EA - INVALUABLE

You are more than an extra pair of hands

Teachers need to plan for you and how you will support named individuals during whole class and group activities. You need to know what the learning focus is each day so you can provide support and deploy a range of inclusive strategies.

YOUR ROLE – TAKE A MINUTE

Think of your own classrooms How well do you know the students you support

in class? Do you know their learning needs / goals? Are you aware of any specific needs they have? Do you have access to data e.g. IEPs,

assessments?

How would you get to know their needs?

QUOTE BY TOMLINSON …

All learners need your energy, your heart and your mind. They have that in

common because they are young humans. How they need you, however,

differs. Unless we understand and respond to those differences we fail

many learners

TUNING IN TO LEARNING

Checking in – temperature check

Traffic lightsThumbs up

GETTING STARTED

Be clear about the learning objective Know who to target for support – where do you position

yourself or those individuals (cushion, near role models, near the front etc)

Repeat instructions Model/demonstrate Scribe Encourage children to participate Monitor behaviour – 2nd pair of eyes Observe (see forms) Verbal and non verbal cues, use of visuals

ITS NOT ONE SIZE FITS ALL

What is differentiation?At its most basic it is enabling students to have multiple options for taking in information, making sense of ideas and expressing what they have learnt

DIFFERENTIATION

5 Essential Elements of DifferentiationSafe and supportive learning environmentHigh quality curriculumRespectful activitiesAssessing to inform learning and teachingFlexible classroom routines

‘Make everything simpler not simple’

CONTENT

Know the learning objective Use the language of YET Learning happens best when the learning experience

pushes the students a bit beyond their level of independence – zone of proximal development – provide scaffolding

Know what motivates the student Motivation increases when students are engaged in

activities they are interested in/passionate about Students learn in a variety of ways, influenced by how

their brain is wired, their culture, their gender

CONTENT

Pace – use of timers Chunking tasks – visual sequences – tick as

completed Brain breaks Use multiple modes e.g visual, auditory, Demonstrate Model use of resources Visual support Checklists Prepare for what’s coming next?

YOUR BRAIN IS A MUSCLE -NAMES IN THE AIR

With your preferred hand write out your full name in the air. Use large movements. Do it forwards and backwards. Now use your other hand to write your name with both hands simultaneously. If you are right handed, start in the centre and work out. If you are left-handed start at the outside and work in.

Try this several times before going on to another name.

YOUR BRAIN IS A MUSCLE –ALPHABET EDIT

A B C D E F G H I J K L L t r r t t l l r t t r M N O P Q R S T U V W X L l t t l r t r r t l l Y Z L r Left, right, together

PROCESSVisible thinking strategiesThink Maps Graphic Organisers Concept

Maps.pdf

PracticeSummarise and give examples in students

own words … ‘I think that means …..?’

USE OF QUESTIONS

Why ask questions?

List all the reasons why it’s so vital that we ask good questions.

Closed questions – why use them / purpose?

Open questions – why use them /purpose?

1. Work in small groups.

2. Use this picture as a stimulus to write 3 open-ended questions.

THE QUESTION MATRIX This is a great way to help you and your group of children develop

questions that target different levels of thinking.

Make 2 sets of flash cards in different colours:

Blue set – what, where, which, who, why, how Red set – is, did, can, would, will, might

Students select a card from each set and brainstorm relevant questions containing those words.

They work cooperatively with others in the groups asking and answering each others questions. This is a fun way of collaborating, extending thinking, increasing child talk and reducing adult talk.

e.g. What did … Where would ... How might … Where did … etc.

OPEN ENDED QUESTIONS

Thinking hats

Question prompt cards

PRODUCT

Assessment formats – see examples

ENVIRONMENT

Flexible classroom environments allow for optionsGrouping: small groups, pairs, independent work…Stimuli: busy, quiet, visual partitions…Furniture: structured, comfortable… Positioning: standing, sitting, lounging, prone…

DOS AND DON’T’S – HAVE A GO

HOW YOU RESPOND TO STUDENTS IS KEY

Use positive languageUse assertive statements

USING ASSERTIVE STATEMENTS

Give a clear short messageUse a calm, firm tone of voiceGive eye contactAvoid making comparisonsAvoid use of negative words – don’t, not e.g. please walk in school not don’t run

Don’t personalise

USING POSITIVE LANGUAGE

Activity

SOME HELPFUL STRATEGIES

Alert – use nameGood questions – what should you be doing?Thank you not please – assumption to complyPositive expectations – I expect you ….Show faith – YET or WHEN shows expectation – use instead of ‘if’

Solution focused questions – can you remember what you did last time?

Describe the problem and consequences – ‘we will go in when everyone is standing still’ instead of ‘why cant you line up?’

Voice control Body language

SOCIAL SUPPORT

www.socialthinking.com FRIENDS programmes Social stories

EXPECTED AND UNEXPECTED BEHAVIOURS

AND FINALLY

https://www.youtube.com/watch?v=t5mGeR4AQdM

REFLECTION

ANY QUESTIONS?