Planning - Session Four

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Special Educational Needs and/or disabilities: a training resource for secondary undergraduate Initial Teacher Training courses

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Planning - Session Four

  1. 1. Special educational needs and/or disabilities Training toolkit Session 4 Development and diversity Planning
  2. 2. Learning outcomes <ul><li>You will: </li></ul><ul><li>understand some teaching styles and approaches for students with SEN and/or disabilities </li></ul><ul><li>develop a repertoire of strategies to overcome barriers for students with SEN and/or disabilities </li></ul><ul><li>know how to annotate planning to take account of learning objectives, teaching approaches and modifications for individuals and groups </li></ul><ul><li>understand the benefits of planning collaboratively </li></ul>
  3. 3. Learning outcome <ul><li>You will revisit the principles of inclusion, and focus on teaching styles and approaches that can support students with SEN and/or disabilities </li></ul>Activity 1
  4. 4. Teaching styles and approaches Responding to students’ diverse needs Setting suitable learning challenges Overcoming potential barriers to learning Teaching styles Access Learning objectives = inclusion
  5. 5. Learning outcome <ul><li>You will develop a repertoire of approaches to overcome barriers to learning for students with SEN and/or disabilities </li></ul>Activity 2
  6. 6. Removing barriers to learning: planning <ul><li>Identify strategies that will help all students achieve their learning objectives for the lesson or activity </li></ul><ul><li>Ask yourself, “What are the barriers that might get in the way here?” </li></ul><ul><li>Examples of barriers might be the language adults use to explain a task, or the amount they ask a student to recall at once </li></ul>
  7. 7. The teacher could… <ul><li>support students’ understanding by using real objects and other multi-sensory materials </li></ul><ul><li>avoid giving too many ideas or instructions at once </li></ul><ul><li>pre-teach concepts or key vocabulary </li></ul><ul><li>encourage pairs or groups of students to explain the task or idea to one another to reinforce understanding </li></ul>
  8. 8. Learning outcome <ul><li>You will gain practice in adapting your planning to remove barriers to learning for students with SEN and/or disabilities </li></ul>Activity 3
  9. 9. Effective planning for students with SEN and/or disabilities <ul><li>Effective planning will: </li></ul><ul><li>be embedded in the teacher’s usual planning format </li></ul><ul><li>incorporate personal targets wherever possible </li></ul><ul><li>draw on the three principles of inclusion </li></ul><ul><li>involve collaboration </li></ul>
  10. 10. Planning <ul><li>Consider whether any students might need to work on different learning objectives. How could you build this into the lesson? </li></ul><ul><li>Identify any teaching styles or approaches that might be particularly effective with this class </li></ul><ul><li>Identify specific barriers to learning that need to be removed to ensure students can meet the objectives. How might you remove them? </li></ul>
  11. 11. Learning outcomes <ul><li>You will: </li></ul><ul><li>reflect on key learning points from the session </li></ul><ul><li>identify key points of action to consolidate and apply your learning </li></ul>Activity 4
  12. 12. Key learning points <ul><li>Planning for students with SEN and/or disabilities </li></ul><ul><li>should include appropriate: </li></ul><ul><li>learning objectives </li></ul><ul><li>teaching approaches </li></ul><ul><li>strategies to remove barriers to learning </li></ul><ul><li>It should: </li></ul><ul><li>be embedded in regular planning formats </li></ul><ul><li>incorporate personal targets </li></ul><ul><li>be done collaboratively whenever possible </li></ul>

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