Teacher and Learner Differences in the Classroom

1. Teacher and Learner
Differences in the
Classroom
Italy, November 2019

2. Inclusive Practices in the Classroom: exploring
techniques, strategies and lesson ideas to
increase engagement and motivation for ALL
the learners.
This short course will include an overview of
learner differences, as well as classroom
activities which incorporate aspects of
multisensory learning in order to motivate,
engage and include all the learners.

3. Tuesday 12th November
2.30-4.10
Exploring Teacher and Learning Differences
4.10-4.20
Break
4.20-6.00
Putting Ourselves in the Learner Shoes

4. What?
– Explore what LD
means to us
– Explore our own LDs
– ExperimentalTask:
in the learners’ shoes
– Strategies and
Discussion

5. What do Inclusion and Learning Differences mean to you?

6. What do Inclusion and Learning Differences mean to you?

7. ?

8. Activate Schemata
Personalise
Metacognitive Reflection

9. Sit down if…

10. Issues with memory
Attention / concentration
Poor coordination
Time management
Time perception / timekeeping
Sense of Direction
Calculation
Self-esteem / anxiety issues
Organisation
Sequencing
Processing speed
Phonological processing
Semantic processing
Syntactic processing
Fine motor-skills (e.g. writing, tying shoe-laces)
Understanding instructions
Reading comprehension
Eye contact
Being touched
Following social ‘norms’
Unpredictable behaviour

11. Phonological
Semantic
Syntactic
Memory
Emotions
Senses
Processing Information

12. Break

13. Write down 3 words that you connect with Dyslexia…

14. Discuss what you have ‘read’
Which way would you prefer to learn?
Which way would a student with dyslexia prefer to learn?

15. –How do you want your students to
feel?
15
H
C
S

16. Read the instructions and then copy the text.The screen will change automatically – you do not need to move it on.
INSTRUCTIONS
Pick up some paper and a pen or pencil.
If the paper has lines, turn it round so it is landscape. If the paper has no lines, turn it so it is portrait.
Pick up your pen or pencil in the hand that you don’t normally write with.
If you are writing with a black pen cross your legs.
If you are using a pencil, push your sleeves up.
Ok?
Avaliable from: Dystefl http://dystefl.eu/index.php
ExperimentalTask

17. Experimental
Task
– Read the instructions and then copy the text. The screen will
change automatically – you do not need to move it on.
– INSTRUCTIONS
– Pick up some paper and a pen or pencil.
– If the paper has lines, turn it round so it is landscape. If the
paper has no lines, turn it so it is portrait.
– Pick up your pen or pencil in the hand that you don’t normally
write with.
– If you are writing with a black pen cross your legs.
– If you are using a pencil, push your sleeves up.
– Ok?
– Avaliable from: Dystefl http://dystefl.eu/index.php

18. – Now you are going to see a short text, and you
will have 3 minutes to copy it down.
BUT whenever you want to write an ‘e’
please write a cross instead, like this: +.
Instead of ‘a’
please write a question mark (?)
and instead of ‘i’
please write an equal sign (=).

19. Please copy
this:
– Some people are light or colour sensitive. Bright sunlight or florescent
lights may bother them. Black print on shiny white paper may be
uncomfortable and whiteboards may be too shiny. Pattern glare may
also be a problem. It may be helpful to have:
• coloured paper for writing,
• coloured overlays for reading,
• tinted lenses in glasses for both reading and writing.
– The colours and brightness on computer screens can be adjusted to
suit individuals.

20. Instructions
Sound / letter relationships
Timing
Font / Layout / Background
Multitasking
Purpose / Interest value
Teacher persona

21. Wednesday
2.30-4.00
Lead-ins to engage the learners
4.00-4.30
Break
4.30-6.00
Phonology in first and foreign
language processing

22. 1. What’s the connection?
(3 songs with food)

23. 1. What’s the connection?
2. Plasticine models

24. 1. What’s the connection?
2. Plasticine models
3. Categories
(divide food into 3 groups)

25. 4.Touch and feel

26. 5. Cuisenaire rods – word stress
6. Stress patterns
6. Segment and blend
7. Backchain drilling
8. Focus on individual sounds
9. A nice ripe pear

27. A nice ripe pear
A kilo of apples and oranges

28. ive
10.You are going to write a short recipe poem for one of the
things below!
a good friendship
a love potion
an intelligence drink to pass exams

30. ive
10.You are going to write a short recipe poem for one of the
things below!
A healthy staffroom
A healthy learning environment
A good friendship

31. 11. Personalise!
Passatelli!!

32. Activate Schemata
Personalise
Metacognitive Reflection
Holistic learning / teaching
Creative thinkers
Multisensory learning

33. Mix some super cool thinkers
With some great ideas
And imaginative and curious minds
Splash in some logic, attention to detail and
Don’t forget the big picture
And some generous spoons of humour
Musical ears
Dancers
And jokers
Mix all the different personalities together
And let them cool
Now cover with an equal amount of respect, empathy
and kindness and your cake is ready!
Note: All the ingredients are equally important
Treating one ingredient better than the other will leave
an unpleasant taste.
Inclusion
Recipe

34. Thursday 14th November
2.30-4.10
Teaching outside of the box and getting the
coursebook content off the page!
4.10-4.20
Break
4.20-6.00
Getting students to speak
Feedback and Metacognitive Reflection

36. Practical tips – Think about:
• using a variety of learning channels
• trying to understand the learners
• connecting with the students
• presentation of information (background, font,
text size etc.
• using techniques such as think, pair and then
share
• using metacognitive tools
• giving CLEAR INSTRUCTIONS
• viewing learners in a holistic way – experiences,
culture, personality, mood, likes and dislikes

37. • Classrooms are too small.
• We need to start working on
phonological processing at primary.
• It’s not possible to use this activity to
teach my subject.

38. Activate Schemata
Personalise
Metacognitive Reflection
Holistic learning / teaching
Creative thinkers
Multisensory learning
Creating anchors for Learning

39. I believe that…
I believe in…
I believe students should…
I believe teachers can…

40. Tell me about your beliefs?

41. Utopian School
Location:
Philosophy:
Inclusive methods:
Examples:
Interaction Patterns:

42. 1.Warmer: Higher or lower.
2.Washing Lines
3.Mingle
4.Utopian Education
5.Reflection

43. maria byrne
marjiba
@yahoo.com