In this experiential plenary we will define SEN, explore teachers’ beliefs and teachers’ feelings related to the inclusion of students with different learning difficulties in the English language classroom. The range of anticipated SpLDs will be discussed and a few myths exploded. Finally we will try out some multisensory strategies so that teachers can change the refrain of all from “I can’t” to “I can!!!!”
This presentation discuss a child's knowledge of reading and writing skills before he/she learns how formally read and write words, as a period of emergent literacy starts at birth and continues through the preschool years and also discuss the involvement of parents and teacher in early literacy.
This presentation discuss a child's knowledge of reading and writing skills before he/she learns how formally read and write words, as a period of emergent literacy starts at birth and continues through the preschool years and also discuss the involvement of parents and teacher in early literacy.
Please watch this brief educational slideshow to learn why Multisensory Learning is important. Couple this information with a great exhibit (www.bodyadventure.org) designed to teach kids about healthy eating and obesity and you can create a teaching/learning environment that works.
Learn more about literacy learning in the Early Years at the British International School of Boston, and discover what parents can do to support literacy learning at home.
Achiya's language skills program in being implemented in seven communities. The program works with teachers and parents to imprrove children's language skills through dialogue and dynamic activities.
This presentation is designed for UBC's LIBR529: Services for Family and Early Literacy in the Preschool Years. It reinforces the things parents can do at home with their young children to foster school readiness skills (and to advertise storytimes!)
A short presentation of Functional Literacy that I used with secondary school teachers in Kazakhstan. This was followed by demonstrating the method, and then having the teachers themselves try and use it.
Please watch this brief educational slideshow to learn why Multisensory Learning is important. Couple this information with a great exhibit (www.bodyadventure.org) designed to teach kids about healthy eating and obesity and you can create a teaching/learning environment that works.
Learn more about literacy learning in the Early Years at the British International School of Boston, and discover what parents can do to support literacy learning at home.
Achiya's language skills program in being implemented in seven communities. The program works with teachers and parents to imprrove children's language skills through dialogue and dynamic activities.
This presentation is designed for UBC's LIBR529: Services for Family and Early Literacy in the Preschool Years. It reinforces the things parents can do at home with their young children to foster school readiness skills (and to advertise storytimes!)
A short presentation of Functional Literacy that I used with secondary school teachers in Kazakhstan. This was followed by demonstrating the method, and then having the teachers themselves try and use it.
A presentation tries to move the discussion on performance testing from a simple, "will it support x users" to a focus on application optimisation.
Practical Guide_Unblocking Limits Together (1).pdfEmi10
This is a material created by a team of teachers involved in an Erasmus + project, cofinanced by the European Commission.
It is a guide with practical activities and methods the schools have implemented during this project in their schools.
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the interrelatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
Kidsbridge Tolerance Museum, located on The College of New Jersey (TCNJ) campus, features the interactive exhibit Face to Face: Dealing with Prejudice and Discrimination , focusing on diversity appreciation and character education. TCNJ students and their professors interact with approximately 2,000 elementary and middle school students, day campers, Scouts and leadership groups each year.
Kidsbridge Tolerance Museum is a nonprofit organization dedicated to character education, tolerance and the celebration of human diversity.
Kidsbridge, located on The College of New Jersey (TCNJ) campus, features the interactive exhibit Face to Face: Dealing with Prejudice and Discrimination, focusing on diversity appreciation and character education.
TCNJ students and their professors interact with approximately 2,000 elementary and middle school students, day campers, Scouts and leadership groups each year.
Content with your Content? Why Teach Global Issues in ELT?Susan Hillyard
The first part of this paper aims to examine the concept of the globalised world from a number of different angles and poses questions related to the relevance and validity of the curriculum currently presented to EFL students. A number of methodological suggestions related to the field of education with a big E will be observed such as motivation, metacognition, learner autonomy, use of widely accessible resources and “The University of Life”. Thus the role of the teacher in ELT will shift towards that of faclitator and educator, raising awareness in self and in students of the need to become global citizens who are lifelong learners and putting the learner at the centre of the educational process. The second part of this paper examines the overriding factor of using English as a global language to examine global issues through the practice of critical, comparative and creative thinking skills. The framework for the paper is based on Robert Fisher’s thinking skills language learning model.
Similar to From I Can't to I Can: Multisensory Activities for Inclusive Classrooms 2015 (20)
It has become widely understood that effective language learning involves more than the four integrated skills of ELT. The missing link is the fifth dimension ........that of teaching thinking. This PIPP will explore the cognitive processes employed by learners in a drama lesson and see how they relate to the development of higher order thinking skills. Reference will be made to Fisher's model of language learning, Heathcote's premise that drama IS education, Baldwin’s cross reference chart and Cummins´ quadrant of cognitive processes. There will be some theory and lots of activity.
Diversity, Inclusion and the Learning, Speaking Body in the Empty SpaceSusan Hillyard
This presentation explains the development and refinement of the programme English in Action, now established in 20 remedial schools in the City of Buenos Aires, including hospital schools, orphanages and a school for wheel chair users. The theoretical background, based on the notion of The Speaking, Learning Body in the Empty Space and the pioneering work of Heathcote’s Educational Drama, will be discussed and some practical activities will be experienced by the participants.
In this workshop we will explore the meaning of “Professional Learning Communities”, analyse a number of models and consider the value of planning and launching a PLC in the context of the ICPNA school environment. We will define PLCs and why they are considered to be important, basing some of these concepts on recent theories of connectivism and trust. Leadership will be seen as a shared experience in a change-ready school. The skills for motivating and inspiring a whole school culture through reference to Maslow and McGregor will be examined while the concept of both Heads and Teachers as learners in their own right will be stressed. Finally, strategies for launching a PLC in school will be discussed.
PLCs for a Change? Setting up and Maintaining a Professional Learning Communi...Susan Hillyard
In this workshop we will explore the meaning of “Professional Learning Communities”, analyse a number of models and consider the value of planning and launching a PLC in the context of the ICPNA school environment. We will define PLCs and why they are considered to be important, basing some of these concepts on recent theories of connectivism and trust. Leadership will be seen as a shared experience in a change-ready school. The skills for motivating and inspiring a whole school culture through reference to Maslow and McGregor will be examined while the concept of both Heads and Teachers as learners in their own right will be stressed. Finally, strategies for launching a PLC in your school will be discussed.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
From I Can't to I Can: Multisensory Activities for Inclusive Classrooms 2015
1. From “I can’t!” to “I can!!!!”
Multisensory ELT for Inclusive
Classrooms.
1st Young Learners’ Conference1st Young Learners’ Conference
British Council, ChileBritish Council, Chile
October 2015October 2015
Susan Hillyard B.Ed. (Hons)Susan Hillyard B.Ed. (Hons)
http://susanhillyard.blogspot.com.ar/http://susanhillyard.blogspot.com.ar/
2. Questions for todayQuestions for today
What is SEN?
What do you believe about SEN?
What is Inclusion?
What do you feel about Inclusion?
What are SpLDs?
What do you really know about SpLDs?
What are multisensory activities?
Do you feel confident to do them?
How do we do them?
4. Think timeThink time
Special or Specific
Educational Needs
Identify SENs
Which ones do you encounter in your classes?
Think, Pair, ShareThink, Pair, Share
8. Range of Specific NeedsRange of Specific Needs
dyslexia
DOD
AHDD
a physical challenge
deafness
school phobia
a disease (sometimes
terminal)
cerebral palsy
Down syndrome
Asperger’s
autism
poverty
problems of conduct
disruptive behaviour
inadequate adaptation
to formal educational
settings
immigrants
9. What do you know?What do you know?
Listen and MatchListen and Match
14. DyslexiaDyslexia
variable and often familial
problems acquiring and
processing own language
lack of proficiency in
reading, spelling, writing
may affect spoken
language
lack of phonological
awareness
lack of letter/sound
correspondence
use graphic stories
use pictures
use flash cards
use mime and actions
stress letter/sound
correspondence
stress oral work over
writing
lessen the stress
achieve more moments of
success / Eureka!
15.
16. ADD and ADHDADD and ADHD
(Attention Deficit Hyperactivity Disorder)(Attention Deficit Hyperactivity Disorder)
tiredness, lack of energy
short attention span
poor concentration
focussing or completing
tasks or being organised
problems in listening
attentively
behave in an impulsive
and hyperactive manner
not able to sit still or
quietly
use pre-arranged warning
signals
establish eye contact
put up the menu
discuss probs in private
instructions one by one
change assessment
use energisers
change activities often
minimise distractions
17.
18. SEBDsSEBDs
(Social, Emotional and Behavioural Difficulties)(Social, Emotional and Behavioural Difficulties)
social relationships
emotional problems
behaviour disorders
diverse and complex
present great
challenges- frustration,
helplessness and
despair
must trust and bond
with the teacher
enter into the
community spirit of
the classroom
games-comp, coll
action and mime
body language
private conversations
19.
20. Asperger’sAsperger’s
social situations
making eye contact
hard to make friends
often hypersensitive to
noise and crowds
focus strongly on certain
interests > expert on..
normal or above average
intelligence
thrives on clear
expectations and routine
write class schedule and
time frames on board
use visuals, charts,
colour coding, graphics
use comic strips/social
stories, role play
prepare for any changes
find special gifts
designate areas
use ICT for writing
use the magic circle
25. General HintsGeneral Hints
Celebrate diversity/variety/difference
Cater for all learning styles/individual needs
Ask two footed Qs/relate learning to experience
Use a menu for today showing the BIG picture
Develop a leadership style based on respect and
trust
Go for positive group dynamics
Make expected behaviours and attitudes clear
Check in chunks
30. Disability is part of the human
condition. Almost everyone will be
temporarilyy or permanently
impaired at some point in life.
World Health Organisation 2011
34. 93 million children, up to the age of93 million children, up to the age of
14, live with a moderate or severe14, live with a moderate or severe
disability.disability.
The state of the World´s Children – UNICEF 2013The state of the World´s Children – UNICEF 2013
35. ““Children with disabilities areChildren with disabilities are
among the world’s mostamong the world’s most
marginalized and excludedmarginalized and excluded
children.”children.”
World Health Organization – World Bank 2011World Health Organization – World Bank 2011
36.
37. ““Education should be inclusive at allEducation should be inclusive at all
levels and it should ensure equallevels and it should ensure equal
access to the same general educationaccess to the same general education
offered to all.”offered to all.”
Convention on the Rights of Persons with Disabilities – 2006Convention on the Rights of Persons with Disabilities – 2006
Schools and classroomsSchools and classrooms
for All, with All at All timesfor All, with All at All times
41. Exploding Myths!Exploding Myths!
People with learning difficulties cannot learn
languages
SEN students should be segregated in
Special Schools with specialist teachers
Including SEN students in mainstream
classes brings down the standards of
everybody
I need to be a SEN specialist to teach
English to SEN students
42. To increase the presence,
participation and achievement of
all learners
46. ReferencesReferences
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Material World. Learning in Doing: Social, Cognitive, & Computational Perspectives, pp. 137 – 152.Material World. Learning in Doing: Social, Cognitive, & Computational Perspectives, pp. 137 – 152.
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Fisher, R. (1998). Teaching Children to Think. Newcastle, UK: Stanley Thornes.Fisher, R. (1998). Teaching Children to Think. Newcastle, UK: Stanley Thornes.
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48. Thank you!!!Thank you!!!
British CouncilBritish Council
Susan HillyardSusan Hillyard
ssnhillyard@gmail.comssnhillyard@gmail.com
http://susanhillyard.blogspot.com.ar/http://susanhillyard.blogspot.com.ar/