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Inclusive lessons workshop


A short presentation for a workshop introducing inclusive lesson planning for SEN.

A short presentation for a workshop introducing inclusive lesson planning for SEN.

Published in Education
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  • A practical approach to tackling behaviour problems.TOOT - Talking out of turn – all participants will face this problem so get them to consider their ‘worst’ class for TOOTing
  • We need to use all of the data available to use about pupils in each grade:End of semester assessmentsMid semester assessmentsTeacher continuous assessment.Senior teachers should create a list for each subject in ach grade with the highest scoring student at the top and the lowest at the bottom
  • When we have the list for each subject & each grade, we then need to take the top 25% and the bottom 25% of students and decide what additional support they need – the teacher should create an individual action plan for each of the top 25% & bottom 25% of students.We should also do this for the middle 50% - but let’s leave this until autumn 2013.This needs to be documented and the actions monitored by the ST
  • Each student in the top & bottom quartile should have an IEP which identifies the concerns, outlines the actions proposed. There should be at least 2 reviews during the semester. Student progress against the concern should be commented upon & the ST should validate the process.Parents should be informed at the start of the IEP period and at the end of the semester.


  • 1. …and equally foolish! Before God we are all equally wise…. Designing Inclusive Lessons
  • 2. WALT WILF • Understand the reasons why some pupils underachieve. • Understand that gifted and talented pupils also have special needs. • Understand ideas connected to preferred learning styles. • An awareness that many reasons for educational special needs can be overcome by the teacher’s careful planning.
  • 3. Students underachieve because….. • They have poor language skills; • They have difficulty understanding the teacher; • They do not have good learning role models; and………
  • 4. • Pupils who make slow progress are often easily distracted and can also demonstrate offtask behaviour. • The most common problem reported by teachers is when pupils Talk Out Of Turn – when they should be listening or working. TOOT!!
  • 5. In order to halt the downward spiral of low self-esteem and lack of achievement, work must be designed specifically for these pupils. What can we do to make the learning for these pupils more effective?
  • 6. • Concentrate on the key concepts or ideas • Pay attention to the big picture and show how ideas fit together. • Pay attention to developing the key skills of literacy and numeracy in every lesson. • Ensure the curriculum relates to the life experiences of pupils. • Use ‘assessment for learning’ to help pupils understand what they are aiming for and what a high-quality response looks like. • Use a structured approach to lesson design, planning lessons as a series of episodes. Lower-attaining pupils will generally benefit from having lots of starters and plenaries that review learning at regular intervals within each lesson.
  • 7. Above all: Use a high proportion of interactive teaching in all lessons, including: • clear presentations and demonstrations; • modelling; • questioning; • appropriate challenge. All require good quality planning!
  • 8. What classroom techniques can help?
  • 9. Planning for Progression Take the programme of study for your curriculum area and any schemes of work that have been produced. Look across the grades to see how the big concepts in your area are developed. Record the sequence of development as shown in the example for energy in Science: Grade 7 Grade 8 Grade 9 Grade 10
  • 10. Why should all teachers develop literacy? • Through language we make and revise meaning. • Reading enables us to learn from sources beyond our immediate experience. • Writing helps us to sustain and order thought. • Literacy supports learning. Pupils need vocabulary, expression and organisational control to cope with the cognitive demands of the subject. • Responding to higher-order written questions encourages the development of thinking skills and enquiry. • Better literacy leads to improved self-esteem, motivation and behaviour. It allows pupils to learn independently. It is empowering.
  • 11. Developing Numeracy Lower-attaining pupils often have difficulty in processing data or describing patterns because of poorly developed numeracy skills. They do not easily transfer these skills from mathematics lessons and do not make links between the numeracy skills used, for example, in PE to those used in science.
  • 12. Tell the story of the graph. What could it represent? ‘Numeracy is a proficiency which is developed mainly in mathematics but also in other subjects……Numeracy also demands understanding of the ways in which data are gathered by counting and measuring, and presented in graphs, diagrams, charts and tables. Handling data is of particular relevance to all subjects.’
  • 13. Why can these pupils cause the teacher problems?
  • 14. What to do? • Increase the pace of learning, e.g. by expecting pupils in an English class to read the book they are studying for themselves, or that pupils in a mathematics class will not need to repeat standard calculations. • Increase the breadth of learning, e.g. by engaging pupils in a social studies lesson in exploring an issue in a range of regional contexts, rather than simply in one. • Increase the depth of learning, e.g. by considering in a science lesson how tests of effects work in different circumstances. • Devise projects and tasks which are exciting and intrinsically worthwhile.
  • 15. • Model more advanced ways of thinking through talking aloud while working through a problem, so that pupils can appreciate how to solve it. • Plan opportunities for pupils to work in different groups, explain their ideas and listen to others for a purpose. • Show pupils how to tackle complex tasks, using their knowledge and experience to approach a new activity. • Keep alive pupils’ belief in their own capabilities.
  • 16. VAK Inventory
  • 17. What works for….. V A K diagrams, charts, pictures, films, and written directions, to-do lists, assignment logs, and written notes. talking to students, regulating voice tone, inflection, and body language, reading directions aloud, speeches, presenting and requesting information verbally. participating in a science experiment, drama presentation, debate, field trip, dance, or other active activity.
  • 18. SEN Identification
  • 19. Assessment AfL – Assessment for Learning – Formative Assessment AoL – Assessment of Learning – Summative Assessment
  • 20. Simple Assessment Data Analysis
  • 21. Subject……………. Grade………………………. % Name 1 97 Name 2 95 Name 3 92 Name 4…………… 90 ……………………………………………………………………. ……………………………………………………………………. Name 50 11
  • 22. Individual Education Plan Quartiles Upper Middle Lower Actions Name 1 Name 5 Name 7 Action for pupil 1 Action for pupil 5 Action for pupil 7 Name 2 Name 3 Name 8 Action for pupil 2 Action for pupil 3 Action for pupil 8 Name 4 Name 9 Action for pupil 4 Action for pupil 9 Name 6 Name 10 Action for pupil 6 Action for pupil 10 Individual Education Plan
  • 23. Relate to the subject skills / expectations Must be data driven Must be SMART. Inform parents At least 2 times in the semester Relate to new data ST must review each IEP
  • 24. Planning a Lesson DIY
  • 25. What Have We Learned?