Teaching and Learning

1. Changing our Learning Ethos
Or helping our pupils develop a sense of themselves as learners

2. • Good learners develop an efficient and automatic set
of learning skills.
• Development of self begins in early childhood with
perceptions of individual competency- through
experience of mastering skills and absorbing
information, the perception of others and comparing
oneself to peers.
• SEN learners have experienced frustration and failure .
This disappointment translates into a low sense of
worth and a why bother attitude.

3. A coherent self-concept as a learner?
• An SEN child can easily become confused and
discouraged due to contradictory experiences- eg I’m
good at designing models but really slow at reading”
• This leads to a crippling sense of hopelessness and
failure
• Absolutely essential to incorporate negative and
positive experiences of self as a learner in order to
raise resilience and fight the sense of worthlessness.
• Vital ingredients are constant and consistent support
and feedback, role models and an understanding of
the individuality of the learning process.

4. Our aim is to improve our students
engagement with and ability to learn by
• Building understanding of the learning
process
• Building resilience
• Building self confidence
• Building independent learners

5. Defining Learning Skills or Re-designing the Teep Spiders
• Remembering- brain- I know I remember when I can repeat, share my ideas,
name and/or describe
• Understanding becomes knowing-cogs-I know I understand when I can tell
someone, reword, explain and/or decide what to do
• Applying becomes doing- hammer- I know I am doing it when I can make a plan,
I can do it on my own, I can show someone and/or I can find the problem
• Analysing becomes exploring- magnifying glass- I know I have explored my
when I can find mistakes, I can use my plan, I can find key points and/or I can
solve any problems.
• Creating- hands- I know I can create when I can use lots of ideas, I can use m
imagination, I can design and/or I can change my plan.
• Evaluating becomes checking- scales- I know I have checked when I can correct
mistakes, improve my work, pick out the best bits and/or be proud of my work.

6. Over to You!
• The images will be provided for you with animated robots
and a common screen to display at the start of every
lesson
• Your planning needs to make clear to the student what
skill or skills they are using at any given time using the
agreed vocabulary, images and success criteria.
• In school groups please discuss the agreed vocab, images
and success criteria – if we want to change anything it
needs to be now
• How are we going to launch this with the students?