Thank you , so today I’m going to share with you the responsive the role of the LSA and how you can maximise the impact of having an LSA in your lessons.
The role of the LSA and their duties are summarised here. Essentially everything they do depends on team work and collaboration with yourselves . They are here to support our students to get better outcomes
Our professional duties clearly state it is our responsibility to utilise LSAs so that our students with SEND are able to better learn.
This extract from an LSA forum sums up the reality for a lot of LSAs – just like students if we include them they feel empowered and valued if we don’t we are throwing away a golden opportunity to make a difference to our students outcomes.
Here’s a practical, painless, and powerful checklist for helping us make better use of LSAs. They know a lot about how to get the best out of students with SEND tap in to this valuable resource
Creativity and the use of LSAs
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.
Maximising the effectiveness
Learning Support* Assistants (LSAs)
* Support = Assistance
LSAs Role and Duties
• Implement planned learning activities as agreed
with the teacher
• adjusting activities according to pupils’ responses as
• 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
• 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
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
Extract from an interviewee who
works as an LSA in a large city
….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…
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
The Learning Support Assistant:
an excellent teaching tool.
Level 5 Diploma: Teaching Learners
with Dyslexia/specific learning
• Not a full assessment or diagnosis
• Assessments to determine more specific area of
• 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
DYSLEXIA: Not just a problem with
reading and spelling…….
The Dyslexia Friendly Classroom
Points and Tips.
If a child cannot
learn the way we
teach, then we must
teach the way they
Dyslexic pupils will tire
quickly as they have to
work harder to process the
same information as other
Tip: Allow process time and
be willing to repeat
instructions as often as the
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
Dyslexic pupils may also
display Dyspraxic traits
when it comes to
Tip: Is it sometimes more
important that teaching and
learning takes place than
being told off for forgetting
Dyslexic pupils will
generally panic if asked a
question without previous
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
for the pupil to stick on
their desk allowing them
then to work
independently – older
pupils can write it
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
Consistent whole school approach to
adapting practice to all types of learners in a
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
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
‘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
It’s easy to differentiate....
Keywords lists and word banks
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
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’.
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.
Q. What can we use the following object for?
Task - List as many uses as you can
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
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
5. DNA testing and sequencing/human genome mapping
6. Magnetic Resonance Imaging (MRI)
8. Fiber optics
9. Office software (spreadsheets, word processors)
10. Non-invasive laser/robotic surgery (laparoscopy)
Make as many words as you can out of the following
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?
Make as many words as you can out of the following
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?
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?
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?
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?
The Abyssinian Crisis
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.
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
Highlight and think
of a suitable title
for each category.
Change this information
into four pictures or
images. No words
Write down three
questions you’d like
to ask a Professor of
about this event.
• Underline the
• Rank 1-3. briefly
explain number 1.
• Cross out the least
Explain phase 1 of
the Italian invasion.
You have 12 words
How is this
painting similar to
works? How is it
Change this painting
into six words.
Write down three questions you’d like to
ask Picasso about his masterpiece.
The three most important
techniques used by Picasso
Explain how this
painting makes you
have 12 words
Change this diagram into
four words. No diagrams
you’d like to ask
Sort the functions of
this engine into
Highlight and label.
reasons why this
design was so
require the same
in three different
Make a ‘three step
guide’ for Year 10
students to help
them answer these
Which of these questions is the most
difficult? Explain why.
One of these
questions cannot be
solved. Which one is
it and why?
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
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.
where you demand
which sit at the top of
through a series of
dilemmas to arrive
at an answer
Adapt; Modify; Put to
based on their
Ask students to critique,