Teaching Exceptionally Able and Dual

Exceptional Students Inclusively

An Introduction for

Post-Primary Schools

Special Education Support Service

SLIDE: 1

Greeting

Introduce self

Housekeeping: • Attendance sheet• Evaluation forms• Certificate of Attendance – to be given at end• Timing and coffee break• Mobile phones off please • Emergency exits• When presenter would like questions

SLIDE: 2The SESS provides the following range of special educational supportsFunding for courses arising via the Supports Scheme. In this scheme, schools and/or individual teachers identify their own professional development needs in relation to special education and apply to the SESS for support, which may be financial, professional and /or advisory in nature. (Application Forms available on Website)SESS-designed seminars, conferences and courses ( this ‘EA seminar’ is an example of a SESS designed seminar)School visits - undertaken in cases where a school requires help with managing teaching or learning relating to SEN Funding for accredited courses – generally refers to funding of some third level coursesTelephone and e-mail support: occurs where a teacher or Principal requires information/support relating to teaching and learning for special needsOn-line learning – to date SESS has subsidised fees on ICEP Europe (Institute of Child Education and Psychology Europe – formerly ProfExcel) on-line courses on Dyslexia, Autism, ADHD, Inclusion, ABA ……Online lending library

SLIDE: 3Special Education Support Service

• The Service was established in September 2003. It is a nationwide service, serving mainstream primary and post-primary schools, special schools and special classes.

• The main focus of the work of the SESS is to provide professional development and support for teachers who are working with students with special educational needs across a variety of educational settings. A primary aim of the SESS is to enhance the quality of teaching and learning with particular reference to the education of students with special educational needs.

• SESS initiatives include the Support Scheme, Dyslexia, Challenging Behaviour and SEN, Autism, Transition from Primary to Post-Primary, Inclusion, Differentiation, SEN at Post-Primary and this evening’s seminar on Individual Education Planning.

• The SESS is also involved in consolidating and co-ordinating existing professional development in the system. This involves liaising with other support services, third level colleges, the Education Centre Network and the DES regarding professional development and support of teachers working with students with SEN.

Note to Presenter: Please ensure you are familiar with the SESS website and aware of any professional development support or courses currently available.

SLIDE: 4

Presenter:• Have the site opened and go to homepage• Show some key features

NB:• CALENDAR• Library – book borrowing• EoC area is at http://www.sess.ie/search/node/Equality%20of%20Challenge

OR put Equality of Challenge into Search at top right of Home Page

• Metacognition for the Classroom and Beyond is the 5th Link down under “Additional Resources/References”

• Access to circulars and other documents• E-Learning

SLIDE: 5

Mention briefly in passing that dual exceptionality means exceptional ability with an accompanying difficulty (It will be dealt with in depth but a brief explanation as stated above may be useful).

SLIDE: 6

Presenter:

Questions in blue come in individually on a click.

SLIDE: 7

Key messages:• The range of ‘common understandings’ of concepts such as EA – they may not

always be well understood • There are various professional interpretations of thee concepts each useful to some

extent• There are guidelines available which can help schools to formulate their own

understanding and policy for students with EA and DE• Students in this category will need adapted and differentiated teaching

SLIDE: 8

Presenters Note:

Labels come in alone first, one click brings in people to whom these labels have been applied

These are some of the labels that we attach to students/people who are very highly able

Sr Stanislaus Kennedy – social action and innovation

WB Yeats - literary creativity

Roy Keane – sports

Freddy Mercury – music

Erno Rubik – visual spatial

Stephen Hawking – scientific-mathematical

SLIDE: 9

Presenter:

Refer to achievements/outcomes in education of students on left side of scale as well as right• How many of these characters do you think would have a superior score here in

cognitive testing?• Do you think that Hawking and Yeats would necessarily have a similar profile?• This type of profile is a useful indicator of academic ability, but of nothing else• We should remember that there are eight intelligences, however usually only

mathematical, linguistic and visual-spatial intelligences are measured in cognitive testing.

SLIDE: 10

Presenter note:

People to match the labels come in on ONE CLICK• What is normally considered academic intelligence is primarily mathematical,

linguistic or visual-spatial• Which intelligence did/do each person in the earlier slide have?

In order from left: David Attenborough, W.B.Yeats, Stephen Hawking, Erno Rubik, Roy Keane, Freddie Mercury, the Dalai Lama and Sister Stanislaus

Note: Sister S and Dalai Lama have both inter- and intrapersonal intelligence.

SLIDE: 11

Presenter note:

Circles float in on one CLICK a SECOND CLICK brings in ‘Giftedness’ in centre

Renzulli associated giftedness with achievement

It requires three prime components:

• High ability• Creativity – a key component according to Renzulli.

• Do we tend to stifle this in schools? • Do you mark students down if they try some thing new but don’t quite get it

right the first time?• What is the effect of doing that?

• Task commitment – most accomplishment is the result of enormous work that often is persisted in for a long period

• Supporting persistence and affirming students who try new things will help to promote resilience in students

• Worth noting that:• Attainment is a measure of how a student does in relation to other students• Achievement is how a student does in relation to her/his own ability

SLIDE: 12

Presenter:

A CLICK brings in the HOT levels and circles them

This graphic is useful in describing the difference between lower order and higher order thinking

Good memory can often be confused with higher levels of cognitive functioning A good memory can be indicative of exceptional ability BUT you do not have to have

a good memory to have exceptional ability Students with Specific LD for example may have a very poor memory but may also

have exceptional ability A good memory does not necessarily mean that a student has high ability For example a student may be able to remember all the dates from a history lesson but

does not understand the course or cause of events.

SLIDE:13• This is a useful slide to consider when looking at EA as another element of cognitive

diversity which needs to be addressed through differentiated approaches. • It is based on Vygotsky’s learning theory of the zone of proximal development.• Students with EA may spend too long in the comfort zone if teaching is not

differentiated.• On the other hand, students with difficulties may spend a very high percentage of

their time in the ‘panic zone’

SLIDE: 14

NCCA Guide lines are available on the NCCA website

First quote puts the exceptionally able student firmly in the cohort of students with individual learning needs.

SLIDE: 15

While providing the general definition as out lined in the previous slide, the NCCA also uses IQ as an indicator.

It is necessary to remember that IQ is only a guide to a narrow interpretation of high ability.

SERC provides a broad range of abilities:• General intellectual ability• Specific academic aptitude• Creative or productive thinking• Leadership ability• Visual and performing arts• Mechanical apitude• Psychomotor intelligence

BUT it then goes on to suggest that intelligence tests are the most favoured criteria for identification with a score of 130 used as an indicator.

SLIDE: 16

Why special?

Refers to the need for provision beyond that provided for in the general classroom (NEPs Continuum of Support)

MYTHS: • that exceptionally able students will always come out on top• EA learners are so clever that they do not need extra provision etc..

WE WANT:• all students to reach their full potential• to avoid under–identification• to avoid under achievement

These students are entitled to an appropriate education – 1998 and EPSEN

Many students with EA/DE may have unique social and emotional needs:• young people who are intellectually advanced for their age may find

themselves out of step with their contemporaries

• some find themselves, socially isolated, rejected by their peers and unable to communicate because of their unusual interests and adult language level (http://www.iagc.ie)

SLIDE: 17

Introduction to the concept of dual exceptionality. • Difficulties may mask ability – give example of dyslexia and difficulties in written

expression

• Ability may mask disability – difficulties in communication and in poor relationships with peers

Where the ability is in the same area as the disability, the student may be very frustrated and as a consequence may lack motivation – e.g. Where a student is exceptionally able linguistically but also has dyslexia.

It is quite common to find students with very high verbal ability and poor performance.

SLIDE: 18

Presenters note: Click once for each side. Allow to float up and participants read them as they come in.• Clearly not all these strengths will necessarily be present nor all the challenges!• This slide indicates some areas where support may be necessary in order to engage the

student in learning• It also reminds us of the range of strengths that very able students may have – not all

academic• Many of these challenges may also affect students who have no difficulties i.e. are not

dual exceptional.

SLIDE: 19

KEY Messages:• Pupils with EA may not be easily identified• Contrary to popular misconception, a large proportion of students with EA

will have unique needs that need differentiated teaching• It is important to understand and make accommodation for the social and

emotional needs of some EA and DE students• Many students with EA and particularly those with DE will be at risk of not

being identified without teacher knowledge and awareness.

SLIDE: 20

All assessment methods shown here have some value if used on their own, but when this whole spectrum is employed in a balanced and coordinated way, it is a very valuable instrument in the identification of students with Exceptional Ability as well as with Dual Exceptionality.

SLIDE: 21

This is an example of a model of practice that was developed by Castletroy College in Limerick.

It shows the main inputs of information for the identification of student exceptionalities/difficulties.

SLIDE: 22

This is an overview of a range of assessment avenues at and after entry

On incoming:• Listen to what parents and students have to say – they are valuable sources of

information• On-going liaison with Primary schools is important, especially perhaps where there

are difficulties along with exceptional ability (DE)• This graphic emphasises that a full range of assessment tools should be used in on-

going assessment, from formal testing to teacher observation. • It is good to bear in mind that students’ ability is not static and their

development/progress may be affected, positively or negatively by many factors personal and /or environmental – on-going monitoring/assessment through a range of means is needed.

• ‘Self-Report by the student’ refers more to what the teacher is told by the demeanour/behaviour or/and the verbal ability of the student in the classroom, than by the student actually saying that s/he is very able.

SLIDE: 23• There is a great risk of under-identification of students with EA particularly of those

with DE• Only on-going assessment, tracking, observation will help to eliminate this• There is also a similar risk concerning students from disadvantaged backgrounds, for

example Travellers. How many Travellers have been identified as having EA?• Also difficulties in identifying those whose first language is not English• A robust assessment system combined with observation and good communication

between teachers will help to alleviate the risk of under-identification

SLIDE: 24

We need to know, before we assess:

1. What are we assessing for?

2. Why we are assessing

3. The expected outcomes from testing - these should be clearly identified

before the assessment tests are chosen

The Primary school is now obliged to transfer the outcomes of standardised testing to parents and to the second-level school. NCCA have provided an excellent template for passing on these records (www.ncca.ie put ‘Report Card’ into the search box on Home Page)

SLIDE: 25

These are some of the tests available for use in schools.

• Attainment tests – these are standardised tests that measure the students ability/skills compared to students of similar age

• Cognitive tests are also standardised age tests, but measure potential cognitive ability.• The one mentioned here for use in schools is the CAT3/CAT 4. This has three

tests Verbal, Numerical and Perceptual (non-verbal) Each test has three subtests which check different aspects of the specific ability being tested.

• The WISC is used by psychologists and has many subtests which yield a score in two domains, Verbal and Performance

SLIDE: 26This is a breakdown of scores from a reading test where single word reading was the first subtest. The scores are given RS =Raw score; SS = Standard Score and PR = percentileLooking at the Standard Scores marked in red, you will see that this student did very well on Reading Single words, but very poorly on Reading Comprehension –yet her total score was average.The subtest scores should always be examined as they may reveal very interesting details about the student’s learning/ability.

SLIDE: 27

Here is a table showing the cognitive test (CAT 3) results for three students, A B and C

Student A (look at the bolded scores – the Standard Scores) all three are high. This student has potentially very high ability in all three dimensions - VERBAL, NUMERICAL and Non-VERBAL (perceptual).

Student B scored a Superior score in Verbal and shows potential for Exceptional Ability in the numerical score. However this student also has scored below average in the non-verbal test. This may indicate a perceptual difficulty or the possibility that the student has ASD/Asperger’s Syndrome.

Student C with a Superior score in the non-verbal test and an Above Average score in the Numerical, yet a very low score (72 SS) in the Verbal Test perhaps has a dyslexic type difficulty or may even have a language impairment/disorder. However, it may be the case that this student’s first language is not English.

NB: There may be variation in any student’s performance in testing from day to day – always consider confidence intervals which show possible amounts of variation.

SLIDE: 28

This is just a list of some possible indicators (some of the most common) of exceptional ability.

However every student is different and, while your exceptional child may show some of these indicators, in some circumstances none of these indicators may be readily apparent.

SLIDE: 29

Presenter’s note:

HANDOUT on profiles Appendix 1

The participants will have a hand out of these Profiles so refer to them as you go through the next slides.

SLIDE: 30

If you have examples of students who fit any of these profiles, include anecdotes being careful to preserve the student’s anonymity in every case.

SLIDE: 31

High ability, so, does not present itself in a uniform package. We must be open and alert to the possibility of finding it in difficult, challenging, unmotivated or apparently ‘average’ students as well as in the bright, engaged, well-behaved student.

SLIDE: 32

This short clip underlines the fact that not all intelligences are academic and, as K. Robinson so effectively conveys, schools very often do not provide for the range of intelligences that are present in every classroom. We should endeavour to be open to identifying, supporting (where possible) and affirming the full range of intelligences in our students and to supporting students’ creativity in our classrooms.

SLIDE: 33• The purpose of this slide is to highlight some of the indicators of EA plus the issues

that create some difficulties in class for the teacher.• Important to remember that these challenges to the teacher are often indicators of

exceptional ability or of dual exceptionality

SLIDE: 34When intellectual ability and interests are very far in advance of the student’s other age-related development areas - such as physical size for example, or emotional development -difficulties may arise.Teachers should not expect even development of skills. Sometimes, for example, from a very early age writing lags very far behind what the child needs to say – this causes huge frustration as well as very poor handwriting as the more the student has to write, the more ragged the writing becomes. If this student is frequently in trouble because of messy handwriting, he/she might become very disengaged from the school process.

SLIDE: 35 Education in schools is deficit-driven. If a student is very able but has difficulties, for example in literacy skills, which are focused on more than the student’s ability in other areas, the student is likely to suffer from a loss in self-confidence and so on.It is possible that the teacher’s high expectations of a very able student may lead to excessive criticism of work that is perceived to be below what the student is capable of. This may lead to an undermining of confidence and anxiety, through over-consciousness of his/her own deficits.Teachers have a very powerful influence on students’ self image – this is why it is so important to avoid crushing sensitive students or in any way shaming the students, particularly in front of the class.Students may also have problems that are specific to a particular difficulty – for example to Asp. Syndrome/ASD: • these students may be inflexible in their thinking which inhibits them both in learning

and socially• They may also have unexpected failures in routine class tests, because many students

with AS/ASD tend to focus in on small details of work to be studied, sometimes on details that are not important in terms of the topic being studied. These kind of differences in learning need to be identified and supported but should not be the central focus of attention – the student needs to be supported in succeeding rather than identified as failing.

SLIDE: 36

Many teacher (and parents) of exceptionally able children find the ‘emotional intensity’ to be challenging. They may have emotional depth, complexity and intensity as well as intellectual intensity. For example, EA children may have a heightened sense of fairness, or a heightened sense of concern and worry about higher-level issues, such as global warming.

Polish psychologist Kazimierz Dabrowski (1902-1980) identified these five areas in which Highly able children may be supersensitive: (briefly summarise these and ask if any participant can relate a pupil to any of these traits)

Intellectual: a deep curiosity and love of learning and knowledge for its own sake. This can sometimes lead to trouble as the teacher sometimes feels challenged by persistent searching questions

Psychomotor: Rapid speech, impulsive behaviour, competitiveness, compulsive talking, compulsive organising, nervous habits and tics, preference for fast action and sports, physical expression of emotion, sleeplessness (no need to mention all of these)

Sensual: heightened awareness of all senses, sight, smell , taste, touch and hearing

Imaginational: Free imagination; fantasy; daydreaming; detailed visualisation; interest in the arts, etc Emotional: over-reactions, over sensitivity to others’ problems.

SLIDE: 37

A brief summary of some ways in which the teacher can support:

• Support in becoming creative and adventurous

• Teach them to embrace risk and see failure as a learning event

• Assist in developing autonomy

• Develop and support social interactions with peers - use co-operative grouping and learning

• Teach metacognitive skills: knowledge of one’s own mental processes and self regulation in learning (planning, monitoring and reflecting on learning)

• Use Assessment for Learning strategies: sharing learning goals and success criteria; use “comment only” marking

• Develop resilience and happiness by applying the principles of positive psychology (mention that SESS part-funds an online course in this topic provided by ICEP-Europe – details on the website)

• Teach appropriately using differentiation

NB: Both Metacognition and Differentiation seminars are available as “Croke Park” or Evening seminars.

SLIDE: 38

You will probably all be used to the concept of differentiating for students with difficulties, here we’re going to look at differentiating in order to extend, enrich or accelerate students’ learning and to develop HOT in classrooms.

SLIDE: 39Policy FrameworkKey Messages:

• The right of every student to an inclusive education, and how this should be achieved, is laid out in policy. Our approaches should follow this.

• The mainstream teacher has the primary role and function re students with SENMainstream Teachers: In the everyday classroom the teacher makes accommodations within the class for students with a variety of educational needs as part of their approach to differentiation. As appropriate, teacher consults other teachers e.g. SEN teacher, learning-support teacher, other members of the special educational supports team within the school. Seeks external support e.g. NEPS, SESS. The purpose of this seminar is to provide mainstream teachers with practical strategies and supports that can be implemented in the classroom to meet the needs of students with exceptional ability.

SLIDE: 40

Self explanatory – what DES inspectors are looking for.

SLIDE: 41Note to presenter:Each element enters on a CLICK• The approach to provision for students with EA should follow the pattern of the NEPS

three-stage approach for supporting students with other learning differences/difficulties - the ALL, SOME and FEW approach.

SLIDE: 42

Based on Vygotsky’s ZPD

Presenter Note:

As you are explaining that level of challenge should be just slightly ahead of the level of competence: • click once for level of challenge line • a second click for level of competence • and a third click shows the level where task should be set.

Don’t assume that the teachers are deciphering the chart but explain it through.

SLIDE: 43

The classroom can become a ‘thinking’ classroom with an emphasis on developing higher order thinking. Much of the thinking that goes on in classrooms is lower order, remembering, understanding and applying. Working only at those levels stunts the development of students, particularly those with the potential for exceptional ability.

Extension is broadening the scope of what is being learntEnrichment is deepening and expanding learning - should be curriculum-related.

SLIDE: 44

This is an example of practice from Castletroy College, Limerick.

Column 1: Encouragement and development of HOT was carried out by these steps

Column 2: Example shown in box

Column 3: The Irish Maths Teachers’ Association hold a competition specifically for able students

SLIDE: 45

Presenter: Handout 2 on Index Cards Here: see Appendix 2

This is an example of how differentiation may quite easily be part of mainstream classroom practice.

Cards, prepared by subject department, may be held available for use, filed according to the modules of learning

When the task/s on a card have been by the student, the completed card is filed under the student’s name.

It is useful to provide choice of task and/or choice of product, as it allows the student some degree of autonomy and so supports the development of independence.

Presenter: Direct participant’s attention to the hand-out and point out some details.

SLIDE: 46

Regardless of the manner in which the extension exercises are provided, there should be an agreement by both teacher and student as to the work that is to be done and the criteria for success. This is a fairly simple example of such a contract. These must be filed as a record of what the student has done.

SLIDE: 47

Presenter note:

ONE CLICK brings in lower order levels, then the higher order levels comes in on a CLICK for each

This is based on Bloom’s Revised Taxonomy of thinking skills. The need is to keep students who are able, working at the three higher levels – of course they must first be able to manage the lower order skills too but bear in mind that a student with DE who perhaps has a short term memory difficulty should not be left struggling to learn – for example the tables – instead of being provided with an aid to assist where there is a difficulty. Literacy, memory or organisational difficulties should not be allowed to hold back the very able student.

SLIDE: 48

Presenter note:

Go through the type of question for each level carefully as teachers sometimes may not get the idea straight away.

SLIDE:49

Again go through the levels of questioning, pointing out how the questions become more complex and more demanding as you go up the levels.

SLIDE: 50

Presenter: PARTICIPANT ACTIVITY - HAND OUT 3

Ask teachers to think about their own subjects and begin to identify questions that they might ask about a particular module at each level.

Go through slide. Emphasise that the highest level should be thought of as rather synthesising information and making something new, rather than ‘creating’ in the sense of simply making something new.

Ask teachers with others of their subject department to look at blank grid:

‘Questions Differentiated According to Bloom’s Taxonomy’ -Appendix 3

Explain that they should pick one module from, perhaps, the first-year syllabus and have a go at creating questions at the different levels of the taxonomy

Allow ten minutes – fifteen minutes including feedback. Circulate, answering any questions and helping with any difficulties

SLIDE: 51

Presenter:

Make sure that teachers are familiar with the AfL terminology referred to in this slide and understand what it means.

SLIDE: 52

Instead, it:• challenges the student, and promotes risk-taking and exploration• asks open-ended questions and tasks, not limited to ‘the right answer’• promotes critical thinking and problem solving• gives specific praise • celebrates the excitement of creative thinking and intellectual curiosity

SLIDE: 53

Presenter: Show the example and read out the comments. Invite comment and discussion before commenting yourself on the marking.This is an example of comment-only marking

The example is shown and comments are read out

The comments by the teachers are commented on – they are an excellent example of commenting as a strategy. They:• Praised and draw attention to specific strong points• The comments are affirmative• They also ‘stretch’ the learner, asking for more, thus keeping the student in the

‘stretch zone’ (zone of proximal development)• There is a focus on achievement rather than attainment – this will help support the

pupil’s innate wish to write better

• The marking might have been more ‘metacognitive’ if it had encouraged the student to identify strengths and weaknesses in the writing rather than pointing to them.

• Student self-evaluation would be supported if criteria for success had been given

SLIDE: 54

Presenter note: Each point comes in on a CLICK

And of course the answer to that last question is ‘ As long as it takes’

SLIDE: 55

Explain in detail what ‘Wait Time’ is – some teachers may be unaware of what exactly it is.

“No Hands Up” allows for differentiation in questioning

SLIDE: 56

Presenter:

Give handout 4 on questions here (see appendix 4) Read a few samples out and ask teachers to form the questions – time permitting.These questions prompt/scaffold the students to ask open questions

SLIDE: 57

Giving a spin-disc like this, so that all questions posed by the students are OPEN QUESTIONS, again prompts students to ask good quality questions that may elicit Higher Order answers.

These kinds of questions allow comprehensive responses.

SLIDE: 58

As last slide:

A different way of supporting the posing of similar open questions

SLIDE: 59

Work through some of the suggestions on the slide, maybe mention ideas you find particularly useful in your class, or resources/ websites etc. that you have come across. Refer to the need for flexible classroom structure in order to support diversity of process.

It is very important for students to come to understand that the process is important to improving achievement – reflective evaluation on the process is where the learning occurs.

SLIDE: 60

Product = how we assess learning/outcomes. Students communicating meaning and understanding.

In order to optimise students’ learning and our own teaching, attention should consistently be directed to the assessment of students’ progress and achievements. Briefly go through the examples on slide.

Note to Presenters:

Try to have examples of these from your own classes to bring with you to seminars.

SLIDE: 61

This is a useful slide as it emphasises that the Product/ Outcome, is the student communicating his understanding and his learning.

SLIDE: 62

Presenter: describe each of these formations as some teachers may not be familiar with them all.

In order to enable diversity of process and of outcomes, it is necessary to have a flexibly-structured classroom.

All the above structures are useful at different times for different activities:

Pair and Share: very useful when teacher is imparting information or when questioning:• When giving information to the class, students may periodically be asked in pairs, one

to paraphrase to the other . The second of the pair adds to or corrects the paraphraser• In questioning, after ‘wait time’ students may be asked to pair and share before asking

a student to answer

Groups should not be fixed but should be regularly changed

Homogenous groups: very useful for skills- development...

Heterogenous groups for projects, drama...

SLIDE: 63

The main means of differentiating for students with EA

Presenter: Recap the different points

SLIDE: 64

A quick and effective method of identifying those who are ready for extension activities in the classroom.

It is important that the extension activities are curriculum-related, preferably an extension of the work being done by other students in the classroom at that time.

SLIDE: 65

The three most effective ways of providing for students with exceptional ability are EXTENSION, ACCELERATION and ENRICHMENT.

This slide describes the first of these, EXTENSION

Extension ensures that able students are working in their ZPD – giving questions that draw on higher order thinking and so on.

SLIDE: 66Example of a means of EXTENSION of a topic in one subject area -The student can choose one row of activities to do, down across or diagonally. This gives the student choice, which supports the process of giving control into the student’s hands.

SLIDE: 67

Acceleration

Acceleration: there’s no point in making students linger on what they know and understand. Enable them to move forward at their own pace and level – this might perhaps mean pretesting students at the beginning of a learning module as described a moment ago in the slide on ‘Compacting’ and , if they achieve 80% or higher giving extension work.

Just to reiterate and underline the importance of differentiating, this is taken from the NI Council of Curriculum, Examinations and Assessment’s publication, ‘Gifted and Talented Children In (and out) of the Classroom.

SLIDE: 68

Enrichment

Enrichment - ‘activities beyond the classroom’. In may cases, these are seen as the answer to the question of how to make provision for EA/DE students. However, while good in themselves, they ALONE do not constitute an adequate provision under the ‘continuum of support’ concept. They are particularly useful in providing peer-support, and helping students to feel ‘normal’.

Therefore, when discussing teaching for EA/DE students from the perspective of ‘Inclusion’ – vis-à-vis the inclusive policy framework outlined at the beginning, it is important to point out that the enrichment activities are not an alternative to the first stage in the ‘continuum of support’ carrieed out in the classroom.

A programme of enrichment extends beyond the confines of the classroom and may involve people with specialist knowledge, interesting places, stimulating resources and materials not ordinarily available to students.

From our perspective as teachers, it is vital to keep an educational base to enrichment activities and to ensure they are linked to the curriculum.

It may be that the student with linguistic intelligence will attend evening classes in a fourth language or may do extra mural courses in geology in the local university…….. They may also be supported in doing his/her own research in tandem with the work going on in the classroom

SLIDE: 69

There is excellent information available on the SESS website, including the HANDBOOK that is shown on the slide. This is an excellent source of information on metacognition. SESS also offer a seminar on metacognitive teaching and learning.

SLIDE: 70

Briefly, metacognition is:1. an awareness and understanding of one’s own thinking and of the thinking strategies

that one may use in everyday life as well as in classroom learning2. the management and self-regulation of thinking and learning

SLIDE: 71• Metacognitive self-regulation supports learning in under-pinning the planning,

monitoring and evaluation of learning tasks. • It has been shown by extensive research to improve learning • Metacognitive self-regulation is particularly helpful in supporting the development of

good organisational skills in students who, because of a specific learning difficulty such as dyslexia, may have problems not only in self-organisation in study and so on, but also in the organisation of written work – this applies equally to students with or without exceptional ability.

There are many metacognitive strategies that may be modelled, taught, and supported by mainstream teachers.

One of these metacognitive strategies SQ4R, which is described in the SESS Handbook, Metacognition for the Classroom and Beyond, as “...a metacognitive roadmap for reading and studying” is shown in your Handout Number 5. It is really a collection of several strategies rather than just one. When strategies such as these are introduced, they should be modelled first, then taught and supported until they become automatic.

Presenter note: Appendix 5: Just go through a couple of the ‘Survey’ strategies – These are all things that are already done by many participants, sometimes singly. Here they are part of a systematic metacognitive approach to reading and studying.

SLIDE: 72

Refer to Positive Psychology and the importance of the well-being of the student – one cannot learn if one is hungry, stressed, unhappy....

SLIDE: 73

• Ask for questions• Check that everyone has signed the attendance sheet• Ask for everyone to please complete an evaluation form• Hand out attendance certificates• Thank participants.

END