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Creativity and the use of LSAs


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Creativity and the use of LSAs

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Creativity and the use of LSAs

  1. 1. Creativity and use of LSAs CPD We will cover three topics in this twilight: 1. Effective use of LSAs 2. Effective teaching for students with dyslexia 3. Creativity in lessons Please sit on a table which does not have another member of your faculty on it.
  2. 2. Maximising the effectiveness of our Learning Support* Assistants (LSAs) * Support = Assistance Backing up Care
  3. 3. LSAs Role and Duties • Implement planned learning activities as agreed with the teacher • adjusting activities according to pupils’ responses as appropriate • Establish positive relationships with pupils supported to promote independence, self esteem and social inclusion. • Work and liaise with staff and provide information about pupils as appropriate to raise the learning and attainment of pupils • Interact with, and support pupils, according to individual needs and skills so they can access the curriculum, participate in learning and experience a sense of achievement
  4. 4. Professional Teachers Standards 5. Have a clear understanding of the needs of all pupils, including those with special educational needs 8.Deploy support staff effectively
  5. 5. Extract from an interviewee who works as an LSA in a large city comprehensive school ….I do really enjoy it, although some days can be wonderful and some days you feel ineffective. It depends on the teachers. If a teacher likes having assistants, it makes it easier to be there because they’ll talk to you; they’ll recognise that you’re there. Others will barely acknowledge you…
  6. 6. Top 10 Practical Tips for effective deployment of LSAs 1. Know when and the name of the LSA supporting your lesson (LSA “Live” timetables available on Google drive) 2. Introduce the LSA to your class identifying that their role is to support the learning of the students in your class 3. Involve the LSA when arranging seating plans 4. Inform the LSA of your topic and learning objectives in advance 5. Consider involving the LSA in modelling and specific teaching points 6. Direct the LSA in accessing students who will need support by seating them where access is easy – Hover support 7. Consult the LSA on an individual students needs 8. Encourage students who are having difficulties with homework to attend The Zone where they can receive extra support from the LSA 9. Share your knowledge of the students with SEND you teach through discussion and suggestions with the LSA 10. Know where your faculty SEND information pack is kept so you can access additional advice on students with SEND
  7. 7. The Learning Support Assistant: an excellent teaching tool. Better together
  8. 8. Level 5 Diploma: Teaching Learners with Dyslexia/specific learning difficulties: • Not a full assessment or diagnosis • Assessments to determine more specific area of need • Programme tailored to the individual pupil • Filling gaps • Teaching strategies to transfer back into the classroom enabling them to cope • ½ hour 1:1 twice a week
  9. 9. DYSLEXIA: Not just a problem with reading and spelling…….
  10. 10. The Dyslexia Friendly Classroom Points and Tips. If a child cannot learn the way we teach, then we must teach the way they learn. Dyslexic pupils will tire quickly as they have to work harder to process the same information as other pupils. Tip: Allow process time and be willing to repeat instructions as often as the child requests Copying from the board can prove exceptionally hard, sometimes like copying another language for a dyslexic pupil. Tip: Handouts will enable the Dyslexic pupil to access the task with less stress and anxiety. Dyslexic pupils may also display Dyspraxic traits when it comes to organisation. Tip: Is it sometimes more important that teaching and learning takes place than being told off for forgetting a pen. Dyslexic pupils will generally panic if asked a question without previous thinking time. Tip: Prepare the pupil and assist to organise pupils thoughts before having to give an answer out loud - use “Talk Partners” or LSA Dylexic pupils will struggle to hold instructions and information in their head. Tip: Write the basic instructions for a task on a post-it note/Whiteboard for the pupil to stick on their desk allowing them then to work independently – older pupils can write it themselves
  11. 11. When talking to parents about a pupil’s needs and difficulties, include the child and allow them to express how they feel, allowing them to feel comfortable to talk about being dyslexic. Consistent whole school approach to adapting practice to all types of learners in a classroom Encourage a “Have a go Atmosphere” – Mistakes are part of the learning process. Set achievable tasks allowing the pupil to complete with a high level of independent success. Allow to type for longer pieces of written work – if this becomes the normal way of working this can be an option in exams. Dyslexia occurs across the range of intellectual abilities….. ‘Dyslexia is not due to lack of intelligence. It's like, if you're dyslexic, you have all the information you need, but find it harder to process’. Orlando Bloom, Actor
  12. 12. It’s easy to differentiate....  Visual timetable  Number lines  Keywords lists and word banks  Computers  Highlighters  Coloured overlays  Printed Tables to record results  Printed Handouts for highlighting to reduce copying from the board  Gap Fill Tasks to enforce key learning  Visual Resources and Prompts  Repetition and overlearning  Give thinking time  Expectations of work to be produced  Writing Frames  Sentence starters  Brain and movement breaks  Use of physical manipultives  Numbers instead of bullet points ‘Being dyslexic can actually help in the outside world. I see some things clearer than other people do because I have to simplify things to help me and that has helped others’. Richard Branson, Entrepreneur
  13. 13. ACED • Assessment • Creativity • Engagement • Differentiation Vision Our expectations ARE high. All lessons will encourage ASPIRATION, instil RESPECT and help all pupils ENDEAVOUR to realise their full potential, through developing a life-long love of learning.
  14. 14. Q. What can we use the following object for? Task - List as many uses as you can
  15. 15. Q. Why is ‘creativity’ in lessons so important? • Engages/ motivates students • Develops higher order skills • Prepares students for life after school • Prepares students for exams
  16. 16. Top 10 discoveries of the past 25 years (according to Forbes): 1. Internet, broadband, www (browser and html) 2. PC/laptop computers 3. Mobile phones 4. E-mail 5. DNA testing and sequencing/human genome mapping 6. Magnetic Resonance Imaging (MRI) 7. Microprocessors 8. Fiber optics 9. Office software (spreadsheets, word processors) 10. Non-invasive laser/robotic surgery (laparoscopy)
  17. 17. Task Make as many words as you can out of the following letters: 1. R O S C H O N E 2. R O S C H O N E Q. Why was it so hard the second time round?
  18. 18. Task Make as many words as you can out of the following letters: 2. R O S C H O N E R O S C H O N E Q. Would it be easier to play the game now? Why?
  19. 19. Substitute. what else instead? Who else instead? Other ingredients? Other material? Other power? Another place? Combine. How about a blend, an alloy, an ensemble? Combine purposes? Combine appeals? Adapt. What else is like this? What other idea does this suggest? Does past offer parallel? What could I copy? Modify. Order, form, shape? What to add? More time? Higher? Longer? Thicker? Put to other uses. New ways to use as is? Other uses I modified? Other places to use? Other people, to reach? Eliminate. What to subtract? Smaller? Condensed? Miniature? Lower? Shorter? Lighter? Omit? Streamline? Understate? Rearrange. Try another layout? Another sequence? Transpose cause and effect? Change pace? Transpose positive and negative? How about opposites? Turn it backward? Turn it upside-down? Reverse roles? Another pattern?
  20. 20. Practical ideas!!!
  21. 21. The Abyssinian Crisis Background: This crisis stems back to the previous century – Italy had tried and failed to invade Abyssinia in 1896. Mussolini wanted revenge for the humiliating defeat and wanted the fertilelands and mineralwealth of Abyssinia for the Italianempire. Ultimatelyhe aimed to restore the Roman Empire. In December 1934 there was a dispute between Italian and Ethiopian troops 80km inside Abyssinia– Mussolini claimed that it was Italian territory and began preparing for an invasion. Both Ethiopian and Italian servicemen were killed and it became known as the ‘Wal-Wal Incident’. Abyssinian Emperor Haile Selassie appealed to the League for help. Phase 1: January 1935 to October 1935 – League plays for time: During this time Mussolini was supposed to be negotiatingwith the league, but at the same time he was shipping his vast army to Africa and creating‘war fever’ among the Italianpeople. InitiallyBritain and France did not take the situation seriously, they played for time in the desperate attempt to keep good relations with Mussolini due to his friendship with Adolf Hitler. In 1935 the League signed the ‘Stresa Pact’ which formalised a protest against German rearmament,at the meeting they did not even discuss the issue of Abyssinia and many believed that GB and France agreed to turn a blind eye is Italy signed the ‘Stresa Pact’. However as the years went on the public outcry meant the issue could not be ignored. A ballot was taken in Britain in 1935, it showed that the majority of people believed military action should be taken against Italy. British politicians decided it was time to ‘get tough’ and at the assembly British Minister, Hoare made a grand speech about “COLLECTIVE SECURITY” to the delight of League members (particularlysmaller nations). Despite the talking not much was done and the League did nothing to discourage Mussolini. On 4th September the League decided no one was responsible for the ‘Wal-Wal incident’ and put forward a plan to give Mussolini part of Abyssinia – he rejected it. Phase 2: October 1935 to May 1936 – sanctions or not? In October 1935, Mussolini’s army was ready and he launched a full scale invasion of Abyssinia. Despite resistance Abyssinia could not fend off the attack due to Italy’s militaryand technology superiority. It was a clear case of ‘a larger nation attacking a smaller nations’ – an issue the League was designed to deal with. There was no doubting the seriousness of the issue, and the Covenant had made clear the sanctions to put in place against the aggressor. However sanctions would only work if put in quickly and decisively – the League placed a ban on all arms sales to Italy, all imports from Italy and all exports to Italy. However it took them two months to decide whether to ban oil exports as it fear America would not join in the sanction and Britain would lose out economically. Also the Suez Canal (owned by GB) was not closed to Mussolini’s supply ships due to fear of war with Italy allowing Mussolini a direct route to Abyssinia. The League was severally damaged by GB and France’s failure to act, and even more so by their secret dealings with Italy. In December 1935 Hoare (GB Minister)and Laval (French Minister) were hatching a plan to give Mussolini 2/3 of Abyssinia if he called off the invasion. Laval told GB if they did not agree the French would no longer support Italian sanctions. The plan was leaked however and both Hoare and Laval were removed. The discussions delayed action further and by February 1936 an oil ban was finallyput in place. By then it was too late and Mussolini had already taken over large parts of Abyssinia. Outcome: On 7th March 1936 the fatal blow was delivered – Hitler moved his troops into the Rhineland breaking the treaty of Versailles. All hope of French support against Italian sanctions dropped as they now looked to Italy as an ally due to fear of Germanyand happily gave up Abyssinia. Italy continued to defy the League’s orders and by May 1936 Mussolini had taken the Abyssinia capital of Addis Ababa – Haile Selassie was forced into exile and Abyssinia was annexed by Italy. The League watch helplessly as ‘collectivesecurity’ failed. Categorise Sort this information into three categories. Highlight and think of a suitable title for each category. Transform Change this information into four pictures or images. No words allowed. Extend Write down three questions you’d like to ask a Professor of Modern History about this event. Prioritise • Underline the three most important sentences here. • Rank 1-3. briefly explain number 1. • Cross out the least important sentence. Reduce Explain phase 1 of the Italian invasion. You have 12 words MAXIMUM.
  22. 22. Categorise How is this painting similar to Picasso’s other works? How is it different? Reduce Change this painting into six words. Extend Write down three questions you’d like to ask Picasso about his masterpiece. Prioritise The three most important techniques used by Picasso Transform Explain how this painting makes you feel?
  23. 23. Reduce Explain how this engine works. You have 12 words MAXIMUM. Transform Change this diagram into four words. No diagrams allowed. Extend Write down three questions you’d like to ask James Watt about his engine. Categorise Sort the functions of this engine into three stages. Highlight and label. Prioritise Explain three reasons why this design was so innovative and important.
  24. 24. Categorise Group together questions that require the same technique. Highlight in three different colours. Transform Make a ‘three step guide’ for Year 10 students to help them answer these questions. Prioritise • Which question is easiest? Why? Prioritise Which of these questions is the most difficult? Explain why. Extend One of these questions cannot be solved. Which one is it and why?
  25. 25. Task- Watch the first 10 minutes of this video. Does this lesson meet expectations? No! Expectations are not met. • Students are very passive in the lesson • Teacher has low expectations • Questioning is inappropriate and closed • Task selection results in a boring lesson, that fails to provide sufficient challenge
  26. 26. Task On your table, come up with a list ideas and feedback that you could give the teacher in the video to make it a more creative and engaging lesson.
  27. 27. Pillars of Creativity Memory Create activities where you demand students memorise complex information perfectly. Bloom’s Taxonomy Creating activities which sit at the top of the taxonomy: evaluation; synthesis Problem Solving Students think through a series of dilemmas to arrive at an answer Creativity Using SCAMPER Substitute; Combine; Adapt; Modify; Put to use; Eliminate; Rearrange Flip learning Students lead their learning based on their experience Critical Thought Students challenge and test assumptions and ideas Questioning Ask students to critique, synthesise, judge, question evidence, consider viewpoints, question assumptions, evaluate implications