The Modern Language Centre at Kingâs College London offers an ongoing internal Professional Development (CPD) Training Programme for its language teachers across different languages and addressing different career stages. The Programme comprises pedagogical training focused on exposing teachers to new approaches and methodologies in SLA, as well as training on intercultural competence and specific professional skills. The MLC staff is broadly multi-skilled and equipped to face the challenges and opportunities deriving from working and adjusting to a highly differentiate and international student population, presenting specific needs and frameworks.
The Training Programme is organized in different overarching themes, including: working with international students and differentiating pedagogical practice; setting courses and class activities around authentic cultural resources; feedback and assessment. Among those, âthe international classroomâ has been the focus of a consistent training path, through various departmental events. The international classroom project aims to raise awareness and pedagogical expertise in approaching and teaching a multicultural student body and acting as a cultural mediator.
As well as raising the professional profile and expertise of individual teachers, the ongoing Training Programme aims to create an inclusive and collaborative staff community. A number of workshops offered are indeed staff-led, in order to foster sharing of good practice, peersupport among professionals and enhance reflectivity. Others events involve experts from other departments and external speakers. The variety of learning opportunities contributes to shape a strong professional community where individual members feel positively challenged and empowered. The Training Programme is also a key departmental strategy to comply with the requirements of the Teaching Excellence Framework (TEF), offering MLC teachers an opportunity for further professional accreditation.
Assessment is a critical part of teaching and learning so it is important to help students engage with it and see the wider benefits (Boud, Elton, Shohamy). The Institution-Wide Language Programme (IWLP) at the University of Leeds redesigned its model of assessment for modules at CEBFR B1-B2: this was partly in response to the need for âless assessment done betterâ but also to design the assessment in such a way that it enables students to evidence their linguistic skills and intercultural awareness and the academic skills developed on a credit-bearing language module. We introduced a group speaking task in Semester 1. By encouraging students to use digital media for the assessment, they can add a link to the task to their CV and their digital profile, thus evidencing their skills and abilities for a prospective employer. This presentation demonstrates the outcomes of the new model of assessment and how it underlines to students the added value of taking a language module in enhancing their employability.
Highlights from the ESL STEM Success Grant, Year 3 (2013-2014)kristinlems
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Enjoy this powerpoint highlighting activities performed in Year 3 of our ESL STEM Success Grant at National Louis University, a national professional development grant of the Office of English Language Acquisition, U.S. Dept. of Education. Professors Kristin Lems and Jason Stegemoller co-direct the grant.
Digital literacy and digital participation #FLRIFuturelab
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Digital participation: Exploring the development of digital literacy in subject teaching. An overview of the recent research given at Futurelab's research insights day, April 29th 2010 in London.
Sarah Payton & Cassie Hague, Futurelab
The Modern Language Centre at Kingâs College London offers an ongoing internal Professional Development (CPD) Training Programme for its language teachers across different languages and addressing different career stages. The Programme comprises pedagogical training focused on exposing teachers to new approaches and methodologies in SLA, as well as training on intercultural competence and specific professional skills. The MLC staff is broadly multi-skilled and equipped to face the challenges and opportunities deriving from working and adjusting to a highly differentiate and international student population, presenting specific needs and frameworks.
The Training Programme is organized in different overarching themes, including: working with international students and differentiating pedagogical practice; setting courses and class activities around authentic cultural resources; feedback and assessment. Among those, âthe international classroomâ has been the focus of a consistent training path, through various departmental events. The international classroom project aims to raise awareness and pedagogical expertise in approaching and teaching a multicultural student body and acting as a cultural mediator.
As well as raising the professional profile and expertise of individual teachers, the ongoing Training Programme aims to create an inclusive and collaborative staff community. A number of workshops offered are indeed staff-led, in order to foster sharing of good practice, peersupport among professionals and enhance reflectivity. Others events involve experts from other departments and external speakers. The variety of learning opportunities contributes to shape a strong professional community where individual members feel positively challenged and empowered. The Training Programme is also a key departmental strategy to comply with the requirements of the Teaching Excellence Framework (TEF), offering MLC teachers an opportunity for further professional accreditation.
Assessment is a critical part of teaching and learning so it is important to help students engage with it and see the wider benefits (Boud, Elton, Shohamy). The Institution-Wide Language Programme (IWLP) at the University of Leeds redesigned its model of assessment for modules at CEBFR B1-B2: this was partly in response to the need for âless assessment done betterâ but also to design the assessment in such a way that it enables students to evidence their linguistic skills and intercultural awareness and the academic skills developed on a credit-bearing language module. We introduced a group speaking task in Semester 1. By encouraging students to use digital media for the assessment, they can add a link to the task to their CV and their digital profile, thus evidencing their skills and abilities for a prospective employer. This presentation demonstrates the outcomes of the new model of assessment and how it underlines to students the added value of taking a language module in enhancing their employability.
Highlights from the ESL STEM Success Grant, Year 3 (2013-2014)kristinlems
Â
Enjoy this powerpoint highlighting activities performed in Year 3 of our ESL STEM Success Grant at National Louis University, a national professional development grant of the Office of English Language Acquisition, U.S. Dept. of Education. Professors Kristin Lems and Jason Stegemoller co-direct the grant.
Digital literacy and digital participation #FLRIFuturelab
Â
Digital participation: Exploring the development of digital literacy in subject teaching. An overview of the recent research given at Futurelab's research insights day, April 29th 2010 in London.
Sarah Payton & Cassie Hague, Futurelab
Iowa caring about our kids through culturally responsive teaching Andrea DeCapua
Â
English learners are a diverse group who enter our schools with a wide range of backgrounds and needs. Many of them readily develop the necessary language skills, are able to access grade-level subject area content knowledge, and progress satisfactorily in school. However, there are other English learners for whom school presents major challenges, who do not progress smoothly, and who are at high risk. This is especially true for students with limited or interrupted formal education (SLIFE). Like all English learners, SLIFE need to develop language proficiency; in addition, unlike other English learners, SLIFE must also develop literacy skills and master new school-based ways of thinking and learning. Because of their prior learning experiences, SLIFE do not share our assumptions about teaching and learning, and when they come to our classrooms they are confounded by the ways in which language and content are presented, practiced, and assessed. The key to helping this population is culturally responsive teaching, which asks educators to develop a new level of awareness of both their own and the studentsâ culturally derived learning priorities. I examine these different priorities and present a culturally responsive instructional model, the Mutually Adaptive Learning Paradigm (MALPÂŽ). This instructional model promotes academic achievement by helping SLIFE access the literacy practices and school-based ways of thinking of our schools while honoring and respecting their own learning paradigm as they transition to our classroom expectations and demands.
Is the Classroom Still Relevant in an eLearning Environment?Al Upton
Â
Is the Classroom Still Relevant in an eLearning Environment?
Loaded on behalf of Andrew Tidswell (Many thanks) Presented at CEGSA 2010 conference 'Leading Learning, Engaging Technology'. Andrew is the SA Chapter President of the Council of Educational Facility Planners International. CEGSA is the 'Computers in Education Group of South Australia'.
VĂ rem iniciar un blog a internet amb la intenciĂłIniciamos un blog en internet con la intenciĂłn de aumentar la motivaciĂłn de nuestros alumnos por lo que se refiere a la imparticiĂłn de contenidos en una lengua extranjera (AICLE-CLIL) y posibilitar que pudiesen seguir los aprendizajes desde casa mediante internet. AdemĂĄs, nuestra idea era la de servir como fuente de recursos para otros maestros que estĂŠn impartiendo AICLE. Pretèn ser una eina Ăştil per al professorat, com a banc de recursos i idees que fan referència a la imparticiĂł de lâĂ rea de Medi Natural en anglès al cicle mitjĂ i superior dâeducaciĂł primĂ ria. CLIL (Content and Language Integrated Learning) o AICLE (Aprenentatge Integrat de Contingut i Llengua Estrangera) fa referència a les situacions en què tota una Ă rea o una part dâaquesta sâensenya mitjançant una llengua estrangera amb lâobjectiu doble dâestudiar els continguts propis de lâĂ rea i lâaprenentatge simultani de la llengua estrangera.
Gifted:Surviving and Thriving in the Primary Years Programmetalentwhisperer
Â
Presentation given at the Asia Pacific Conference on Giftedness in Sydney July 2010 by Suzanne Plume Gifted Education Coordinator, Sydney, Australia. Making a gifted programme work in a PYP school - adaptations and research underpinning.
This presentation explores how teacher collaboration can become an effective schoolwide practice to accommodate the needs of diverse English Language learners (ELLs) and to help all students meet national and state learning standards. In addition, a co-teaching approach to instruction is showcased in conjunction with
various co-teaching models for ELLs.
In March of 2009, a group of 18 EFL Educators from around the globe participated in a unique program sponsored by the US Department of State and organized by The Center for Language Education and Development - CLED- of Georgetown University. This pp presentation summarizes the educational visits that were made and has links to all the schools that were visited, as well as links to videos depicting the visits.
Oxford School Improvement- Outstanding Classrooms final report.
Oxford University Press
National Education Trust.
(I did not write or publish this document- just sharing for information- I do not own the copyright/rights)
Iowa caring about our kids through culturally responsive teaching Andrea DeCapua
Â
English learners are a diverse group who enter our schools with a wide range of backgrounds and needs. Many of them readily develop the necessary language skills, are able to access grade-level subject area content knowledge, and progress satisfactorily in school. However, there are other English learners for whom school presents major challenges, who do not progress smoothly, and who are at high risk. This is especially true for students with limited or interrupted formal education (SLIFE). Like all English learners, SLIFE need to develop language proficiency; in addition, unlike other English learners, SLIFE must also develop literacy skills and master new school-based ways of thinking and learning. Because of their prior learning experiences, SLIFE do not share our assumptions about teaching and learning, and when they come to our classrooms they are confounded by the ways in which language and content are presented, practiced, and assessed. The key to helping this population is culturally responsive teaching, which asks educators to develop a new level of awareness of both their own and the studentsâ culturally derived learning priorities. I examine these different priorities and present a culturally responsive instructional model, the Mutually Adaptive Learning Paradigm (MALPÂŽ). This instructional model promotes academic achievement by helping SLIFE access the literacy practices and school-based ways of thinking of our schools while honoring and respecting their own learning paradigm as they transition to our classroom expectations and demands.
Is the Classroom Still Relevant in an eLearning Environment?Al Upton
Â
Is the Classroom Still Relevant in an eLearning Environment?
Loaded on behalf of Andrew Tidswell (Many thanks) Presented at CEGSA 2010 conference 'Leading Learning, Engaging Technology'. Andrew is the SA Chapter President of the Council of Educational Facility Planners International. CEGSA is the 'Computers in Education Group of South Australia'.
VĂ rem iniciar un blog a internet amb la intenciĂłIniciamos un blog en internet con la intenciĂłn de aumentar la motivaciĂłn de nuestros alumnos por lo que se refiere a la imparticiĂłn de contenidos en una lengua extranjera (AICLE-CLIL) y posibilitar que pudiesen seguir los aprendizajes desde casa mediante internet. AdemĂĄs, nuestra idea era la de servir como fuente de recursos para otros maestros que estĂŠn impartiendo AICLE. Pretèn ser una eina Ăştil per al professorat, com a banc de recursos i idees que fan referència a la imparticiĂł de lâĂ rea de Medi Natural en anglès al cicle mitjĂ i superior dâeducaciĂł primĂ ria. CLIL (Content and Language Integrated Learning) o AICLE (Aprenentatge Integrat de Contingut i Llengua Estrangera) fa referència a les situacions en què tota una Ă rea o una part dâaquesta sâensenya mitjançant una llengua estrangera amb lâobjectiu doble dâestudiar els continguts propis de lâĂ rea i lâaprenentatge simultani de la llengua estrangera.
Gifted:Surviving and Thriving in the Primary Years Programmetalentwhisperer
Â
Presentation given at the Asia Pacific Conference on Giftedness in Sydney July 2010 by Suzanne Plume Gifted Education Coordinator, Sydney, Australia. Making a gifted programme work in a PYP school - adaptations and research underpinning.
This presentation explores how teacher collaboration can become an effective schoolwide practice to accommodate the needs of diverse English Language learners (ELLs) and to help all students meet national and state learning standards. In addition, a co-teaching approach to instruction is showcased in conjunction with
various co-teaching models for ELLs.
In March of 2009, a group of 18 EFL Educators from around the globe participated in a unique program sponsored by the US Department of State and organized by The Center for Language Education and Development - CLED- of Georgetown University. This pp presentation summarizes the educational visits that were made and has links to all the schools that were visited, as well as links to videos depicting the visits.
Oxford School Improvement- Outstanding Classrooms final report.
Oxford University Press
National Education Trust.
(I did not write or publish this document- just sharing for information- I do not own the copyright/rights)
Education Goes International: Partnering Abroad to Build Teacher Education Pr...CIEE
Â
During this session, the panelists will offer their unique perspectives on the obstacles and mediation necessary to develop a culturally responsive teacher education program abroad that positively impacts U.S. teacher candidates as well as Italian teachers and their primary students. Using examples from their experience developing a teacher education program with EFL teaching field experience, the panelists will lead participants in discussions focused on addressing the curriculum needs of students and U.S. institutions, the community needs of the host culture, and the strategies necessary to work effectively with the host. Dialogue with participants will be framed around approaches for curriculum alignment and for developing and maintaining mutually beneficial community partnerships.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation âBlue Starâ 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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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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 wasnât 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.
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!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
Â
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 Caesarâs dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireâs 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 Empireâs 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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Hanâs Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insiderâs LMA Course, this piece examines the courseâs effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. Sensitivity: Internal
University of Derby: Annual SEND and
inclusion conference:
SEND Everyoneâs business
Inclusive Schools and Inclusive Teachers
Dr Deborah Robinson, Head of the Centre for Educational
Research and Innovation
www.derby.ac.uk
2. Sensitivity: Internal
Preposition
Does the literature support the
proposition that,
characteristically, the most
inclusive mainstream schools are
places where âSEND is everyoneâs
business, a human business, a
matter of natural diversity.â
2
3. Sensitivity: Internal
Your presenter
Primary Teacher
Special Educational
Needs Co-Ordinator
Deputy Head Teacher
5 schools
London, Nottingham
Senior Lecturer
Nottingham Trent University, University of
Derby, Open University
Teacher Educator and Senior Lecturer
(Education)
Associate Professor
Research and
knowledge Exchange
Year Five Class
2 term secondment from post at
Nottingham Trent University
Huntingdon Academy, St Annâs,
Nottingham
Debs Robinson, Head of the Centre for
Educational Research and Innovation
(CERI), University of Derby
5. Sensitivity: Internal
Preposition
Does the literature support the
proposition that,
characteristically, the most
inclusive mainstream schools are
places where âSEND is everyoneâs
business, a human business, a
matter of natural diversity.â
5
6. Sensitivity: Internal
www.derby.ac.uk
SEND Everyoneâs business?
Drawing on research evidence spanning common
phenomena 2001 to 2017, does a stable picture emerge
about the characteristics of inclusive schools and inclusive
teachers?
Does this support the preposition that the most inclusive
mainstream schools are places where âSEND is everyoneâs
businessâ?
Does this support the preposition that the most inclusive
teachers are those who make SEND their business, a
human business and a matter of natural, normal diversity?
6
7. Sensitivity: Internal
Some illustrative research evidence
Corbett, 2001
Villa and
Thousand, 2005
and 2015
Sautner, 2008
Black-Hawkins,
Florian and Rouse,
2009 and 2017
7
8. Sensitivity: Internal
www.derby.ac.uk
Developing inclusive schools
Corbett (2001)
Spent one year at a primary school in London
Collected significant data from observations of day to
day practice.
The school was very diverse (ethnicities, languages,
SENDs)
It had a local reputation for being inclusive of
learners with SENDs
Corbett, J. (2001) Supporting inclusive education: A connected pedagogy.
London: Routledge Falmer
8
10. Sensitivity: Internal
www.derby.ac.uk
Developing inclusive schools
Corbett (2001) Findings: What made this school inclusive of children with
Special Educational Needs and other diverse learners?
10
Team work and
collaboration
Everyone took
responsibility
for learners
with SENDs
A culture of
professional
reflection
A culture of
problem solving
Teaching closely
matched to
learnersâ stages
of development
and interests
Flexible and
diverse
teaching
approaches
Differentiation
at multiple
levels
A focus on
improving
universal
provision
Warm and
valuing
relationships
No one left
isolated
No blame
culture
Commitment to
inclusive
practice from
leaders
Collaboration, how
people worked together
Approaches to teaching
Culture, ethos and
leadership
11. Sensitivity: Internal
www.derby.ac.uk
Developing inclusive schools
Corbett (2001), Findings: What made this school inclusive of children with
Special Educational Needs and other diverse learners?
11
Team work and
collaboration
Everyone took
responsibility
for learners
with SENDs
A culture of
professional
reflection
A culture of
problem solving
Teaching closely
matched to
learnersâ stages
of development
and interests
Flexible and
diverse
teaching
approaches
Differentiation
at multiple
levels
A focus on
improving
universal
provision
Warm and
valuing
relationships
No one left
isolated
No blame
culture
Commitment to
inclusive
practice from
leaders
12. Sensitivity: Internal
www.derby.ac.uk
Corbett (2001): Teamwork and
collaboration
ďźStaff worked together to plan for and teach
learners with SENDs
ďźAll staff were responsible for working with
learners with SENDs
ďźChildren worked together too: there was
collaborative learning and co-operation
ďźStaff worked co-operatively with specialists
outside the school
ďźThe school involved its local community.
12
14. Sensitivity: Internal
www.derby.ac.uk
Corbett, 2001: Professional Learning
ďźStaff were always learning.
ďźThey worked together for continuous
improvement.
ďźThey were willing to develop their own skills
and knowledge base.
ďźThey were continuously reflective about how to
remove barriers to learning and participation.
ďźThey engaged in collaborative problem solving.
14
16. Sensitivity: Internal
www.derby.ac.uk
Corbett, 2001: Teaching and learning
ďźTeaching was well matched to learnersâ needs.
ďźDifferent modes of learning were used (sensory,
involving movement, visual, group work, writing,
drawing, discussion, outdoors).
ďźDifferentiation was at multiple levels.
The pyramid of differentiationâŚ.
Making that extra effort to join things up, to think
flexibly, to be responsive, to recognise that its about
bringing the outside inâŚ.
16
18. Sensitivity: Internal
www.derby.ac.uk
Corbett, 2001: Differentiation
Giving the learner with SEND a different worksheet or task.
Taking them aside for separate work that might be
different from or additional to that usually provided.
Corbett argued:
LEVEL 1 is not sufficient for inclusion.
We need to add LEVEL 2 and LEVEL 3 for a more complex
model of inclusive practice
18
19. Sensitivity: Internal
www.derby.ac.uk
Corbett, 2001: Differentiation
At Level 2, changes are made to whole class teaching to
make it more responsive to diversity (many teaching and
learning styles).
For example, where a child has a visual impairment, the
teacher provides large text materials and tactile resources
for a ALL learners as a matter of routine along with
opportunities for talk and discussion.
It is important to give attention to improving UNIVERSAL
provision (i.e. accessibility for ALL learners) when we are
building inclusion.
19
21. Sensitivity: Internal
www.derby.ac.uk
Developing inclusive schools
Level 3 involves responding to the diverse population of your
school.
For example, we celebrate ALL achievements (not just academic
ones)
We encourage positive attitudes to diversity through our
curriculum and ethos.
We model caring, positive and valuing ways of relating to
others.
We recognise the connection between our school and its
community
21
22. Sensitivity: Internal
www.derby.ac.uk
Developing inclusive schools
Corbett (2001), Findings: What made this school inclusive of children with
Special Educational Needs and other diverse learners?
22
Team work and
collaboration
Everyone took
responsibility
for learners
with SENDs
A culture of
professional
reflection
A culture of
problem solving
Teaching closely
matched to
learnersâ stages
of development
and interests
Flexible and
diverse
teaching
approaches
Differentiation
at multiple
levels
A focus on
improving
universal
provision
Warm and
valuing
relationships
No one left
isolated
No blame
culture
Commitment to
inclusive
practice from
leaders
23. Sensitivity: Internal
www.derby.ac.uk
Developing inclusive schools
Villa and Thousand (2007 and
2016)
Canada
Evidence drawn from many
case studies of inclusive schools
⢠Villa, R. & Thousand, J. (2017). Leading an inclusive school: Access and success for all.
Alexandria, VA: Association for Supervision and Curriculum Development.
⢠Villa, R & Thousand, J. (2016) The inclusive education checklist: A self-assessment of best
practices. Naples, FL: National Professional Resources
23
24. Sensitivity: Internal
www.derby.ac.uk
Developing inclusive schools
Villa and Thousand (2005 and 2015) Findings: What made schools inclusive of
AESNâs and other diverse learners?
24
Team work and
collaboration
Everyone took
responsibility
for learners
with SENDs
A culture of
professional
reflection
A culture of
problem solving
Teaching closely
matched to
learnersâ stages
of development
and interests
Flexible and
diverse
teaching
approaches
Differentiation
at multiple
levels
A focus on
improving
universal
provision
Warm and
valuing
relationships
No one left
isolated
No blame
culture
Commitment to
inclusive
practice from
leaders
A belief that all children can learn
and succeed
FLEXIBLE use of
teaching assistants
25. Sensitivity: Internal
www.derby.ac.uk
Villa and Thousand (2005)
Beliefs and Attitudes in Inclusive
Schools
Each student:
ďźWill learn and progress
ďźCan learn and progress since their potential is not
fixed but transformable
ďźCan make a unique contribution
ďźHas strengths and Needs
ďźLearns through collaboration
ďźHas a right to participate
25
Belief systems about difference are
powerful in constructing and
deconstructing inclusion
27. Sensitivity: Internal
Villa and Thousand (2005) Varied
models of support
Not the âstickyâ model of a teaching assistant supporting a
learner with SENDs all day, every day.
A flexible model is needed.
ďź Reduces dependence
ďź Gives the child access to the teacher (and the other
way around)
ďź Prevents the isolation of the child
ďź Reduces the stigma of being âsupportedâ
27
28. Sensitivity: Internal
www.derby.ac.uk
Developing inclusive schools
Villa and Thousand (2005 and 2015) Findings: What made schools inclusive of
AESNâs and other diverse learners?
28
Team work and
collaboration
Everyone took
responsibility
for learners
with SENDs
A culture of
professional
reflection
A culture of
problem solving
Teaching closely
matched to
learnersâ stages of
development and
interests
Flexible and
diverse
teaching
approaches
Differentiation
at multiple
levels
A focus on
improving
universal
provision
Warm and
valuing
relationships
No one left
isolated
No blame
culture
Commitment to
inclusive
practice from
leaders
A belief that all children can learn
and succeed
FLEXIBLE use of
teaching assistants
29. Sensitivity: Internal
www.derby.ac.uk
SEND Everyoneâs business?
Drawing on research evidence spanning common
phenomena 2001 to 2017, does a stable picture emerge
about the characteristics of inclusive schools and inclusive
teachers?
Does this support the preposition that the most inclusive
mainstream schools are places where âSEND is everyoneâs
businessâ?
Does this support the preposition that the most inclusive
teachers are those who make SEND their business, a
human business and a matter of natural, normal diversity?
29
30. Sensitivity: Internal
P-I Relevance to teaching effectiveness
for SEND and diversity?
Findings about the relationship between these perspectives and
quality teaching for SEN arises from a long term research project
involving many academics in Canada called 'Supporting Effective
Teachingâ
Jordan, Schwartz, and McGhie-Richmond (2009)
(P-I)
AND
quality teaching for SEND
30
32. Sensitivity: Internal
www.derby.ac.uk
Pathognomonic or Interventionist?
Pathognomonic Perspective (P)
Places the âblameâ within the learnerâs internal
âpathologyâ (their impairment, difficulty or
disability, e.g. autism)
Difficulties in making progress or participating
are caused by the impairment, difficulty or
disability (not external factors)
32
34. Sensitivity: Internal
⢠Attribute difficulties to internal, fixed and
unreachable characteristics
⢠Believe that ability (and potential) is internally
fixed and cannot be altered
⢠Focus on the pathological characteristics of
learners (deficiencies, difficulties)
A high âPâ score is identified by the
following stances and behaviours
35. Sensitivity: Internal
www.derby.ac.uk
⢠âTransmissionâ styles of teaching and
more âlearning by roteâ
⢠Using approaches that give learners less
ownership of their own learning
⢠Use âtestsâ as the main assessment tool
⢠Encourage âdeeper thinkingâ less
⢠Are more likely to use âout of classâ
interventions delivered by others
⢠Are less likely to work collaboratively.
35
Teachers who adopt a strong pathognomonic perspective
(P) are more likely to use the following pedagogic
approaches
38. Sensitivity: Internal
www.derby.ac.uk
Pathognomonic or Interventionist?
Interventionist Perspective (I)
Does not place the âblameâ within the learnerâs
internal âpathologyâ (their impairment, difficulty or
disability, e.g. autism) alone.
Difficulties in making progress or participating are
created and can be diminished by adapting the
teaching and environment (external factors do have
an impact) since impairment is fluid and context
dependent.
38
39. Sensitivity: Internal
www.derby.ac.uk
Believe that all children have the
potential to make progress
Believe that ability is not fixed but
transformable
Believe that their teaching will have an
impact on pupilsâ progress and
potential
Believe they are responsible for the
progress of all learners
Prioritise collaborations with others
39
Teachers who adopt a strong interventionist perspective (I) are
identified from the following stances and behaviours
40. Sensitivity: Internal
www.derby.ac.uk
⢠Use systematic assessment as a basis for their
planning
⢠Use a more varied range of teaching
strategies
⢠Are more likely to give children ownership of
their learning
⢠Are more likely to spend time with children
with SENs
⢠Are more likely to promote deeper learning
among children with SENs through extended
interaction
⢠Have high levels of self-efficacy for teaching
pupils with SENs
40
A high âIâ score is identified by the
following stances and behaviours
42. Sensitivity: Internal
Self efficacy and teacher confidence
âTeacher Self-efficacy is the teacherâs belief in his or her capability to organise and
execute courses of action required to successfully accomplish a specific teaching
task in a specific context.â
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. (1998). Teacher self-efficacy: Its
meaning and measure. Review of Educational Research, 68(2), 202-248.
Self efficacy has to do with self-perception of competence rather
than actual level of competence.
âA capability is only as good as its execution. The self assurance
with which people approach and manage difficult tasks
determines whether they make good or poor use of their
capabilities. Insidious self doubt can easily overrule the best of
skillsâ Bandura (1997, p35)
Bandura, A. (1997). Self efficacy: The exercise of control. New
York: Freeman
43. Sensitivity: Internal
www.derby.ac.uk
SEND Everyoneâs business?
Drawing on research evidence spanning common
phenomena 2001 to 2017, does a stable picture emerge
about the characteristics of inclusive schools and inclusive
teachers?
Does this support the preposition that the most inclusive
mainstream schools are places where âSEND is everyoneâs
businessâ?
Does this support the preposition that the most inclusive
teachers are those who make SEND their business, a
human business and a matter of natural, normal diversity?
43
44. Sensitivity: Internal
www.derby.ac.uk
Developing inclusive schools
Sautner, 2008
Sautner studied 4 schools in
Alberta, Canada that were known
locally to be welcoming and
effective in including diverse
learners.
They were also schools facing
considerable challenges (pupil
mobility, unstable staff, resource
shortages, highly diverse student
populations).
44
45. Sensitivity: Internal
www.derby.ac.uk
Developing inclusive schools
Sautner (2008) Findings: What made this school inclusive of AESNâs and other
diverse learners?
45
Team work and
collaboration
Everyone took
responsibility
for learners
with SENDs
A culture of
professional
reflection
A culture of
problem solving
Teaching closely
matched to
learnersâ stages
of development
and interests
Flexible and
diverse
teaching
approaches
Differentiation
at multiple
levels
A focus on
improving
universal
provision
Warm and
valuing
relationships
No one left
isolated
No blame
culture
Commitment to
inclusive
practice from
leaders
Inclusive schools
were also caring
schools
46. Sensitivity: Internal
www.derby.ac.uk
Sautner (2008) Caring about equality
Schools that were inclusive were also safe and
caring.
They recognise that inclusion is a continuous
process.
They share a sustained, proactive concern for
equality and acceptance for ALL students
including those with SENDs.
46
47. Sensitivity: Internal
www.derby.ac.uk
Developing inclusive schools
Black-Hawkins et al. (2007 and
2017)
What are the characteristics of
schools in England that manage to
include a diverse population
(including those with SENDs)
AND
Achieve good test/exam results?
8 Schools, England, Wales,
Scotland, Northern Ireland
47
49. Sensitivity: Internal
www.derby.ac.uk
Developing inclusive schools
At the heart of an inclusive school are
POSITIVE RELATIONSHIPS
Between staff, pupils and the wider community.
Inclusive schools
STRIVE TO ENABLE PARTICIPATION
of everyone in all that the school has to offer. They
are continually reflective about how to reduce
barriers in an environment of continual policy
change.
49
50. Sensitivity: Internal
www.derby.ac.uk
Black-Hawkins et al. (2007 and 2017)
Where staff did not have contact or responsibility for
learners with SENDs they do not feel
capable
OR
responsible
for them and hence do not develop more inclusive
practice.
50
52. Sensitivity: Internal
www.derby.ac.uk
Developing inclusive schools
Sautner (2008) Findings: What made this school inclusive of AESNâs and other
diverse learners?
52
Team work and
collaboration
Everyone took
responsibility
for learners
with SENDs
A culture of
professional
reflection
A culture of
problem solving
Teaching closely
matched to
learnersâ stages
of development
and interests
Flexible and
diverse
teaching
approaches
Differentiation
at multiple
levels
A focus on
improving
universal
provision
Warm and
valuing
relationships
No one left
isolated
No blame
culture
Commitment to
inclusive
practice from
leaders
Inclusive schools
were also caring
schools
Relationships at
the heart
53. Sensitivity: Internal
www.derby.ac.uk
SEND Everyoneâs business?
Drawing on research evidence spanning common
phenomena 2001 to 2017, does a stable picture emerge
about the characteristics of inclusive schools and inclusive
teachers?
Does this support the preposition that the most inclusive
mainstream schools are places where âSEND is everyoneâs
businessâ?
Does this support the preposition that the most inclusive
teachers are those who make SEND their business, a
human business and a matter of natural, normal diversity.
53
55. Sensitivity: Internal
www.derby.ac.uk
References
Black-Hawkins, K., Florian, L. and Rouse, M. (2007) Achievement and inclusion in
schools. London: Routledge
Black-Hawkins, K., Florian, L. and Rouse, M. (2007)(2nd Ed.) Achievement and
inclusion in schools. London: Routledge
Corbett, J. (2001) Supporting inclusive education: A connected pedagogy.
London: Routledge Falmer
Jordan, A., Schwartz, E. and McGhie-Richmond, D. (2009) Preparing teachers for
inclusive classrooms. Teaching and teacher education 25, pp. 535-542
Sautner, S. (2008) Inclusive safe and caring schools: connecting factors.
Developmental disabilities bulletin, 36 (1-2), pp.135-167
Villa, R. and Thousand, V. (2005) (eds.) Creating an inclusive school. Association
for supervision and curriculum development. Alexandria:VA
Villa, R., Quioche, A. and Kelly, M.G. Promising practices that foster inclusive
education. In: Villa, R. and Thousand, V. (2005)(eds.) Creating an inclusive
school. Association for supervision and curriculum development. Alexandria:VA
Villa, R. & Thousand, J. (2017). Leading an inclusive school: Access and success
for all. Alexandria, VA: Association for Supervision and Curriculum
Development.
Villa, R & Thousand, J. (2016) The inclusive education checklist: A self-
assessment of best practices. Naples, FL: National Professional Resources
55
Editor's Notes
Very shortly, I will present to the well designed task that has been set for this assessment, but my long experience of teaching has taught me that its good to start with some introduction to who your presenter is Who is Debs Robinson and why is she standing in front of you today hopeful that she will get to see you again as an employee of the University of Nottingham?
Well, my career began in primary schools
Five schools
As a SENCo, (one who was in Nottinghamshireâs first cohort of SENCos), I was entirely committed to inclusion and the role energised me. Focus of my MA and other academic qualifications
Deputy Head so I could have more leadership influence
Then I thought, âI know, Iâll get into higher education and prepare an inclusion committed, inclusion ready workforceâ. To start with my main focus was on Teacher Ed but that has developed further.
In the case of teacher education, a more difficult project than I at first imagined. One I could not let go.
Pursuit of a solution became the focus of my doctoral work in 2010 with three publications for the international community since (provides an account of the practices and principles that underpin efficacious inclusive education â a call for resistance to de-intellectualisation)
Increasing emphasis on research, scholarship and external collaboration: almost obsessively hunting for new realms of influence and impact.
A very current example In my role as Director of CERI (in part income generation and tendering)
Example of leadership of this work: Working with City of Derby and the Opportunities Area board to develop a 3m tender to the Teaching, Learning and Innovation Fund for refined (emphasise refined) CPD for schools on the theme of inclusive teaching and learning. A priority.
The photo is me with a year five class at Huntingdon Academy in St Anneâs Nottingham. Secondment of two terms from NTU. Test out the things I had been teaching student teachers and others, keeping it as real as possible.
So, now I can get to one of the points demanded by the presentation task: How would you contribute to the future development of our programmes?
I hope you can see from this brief biography that I demonstrate great commitment, energy and a desire to construct forms of academic learning and activity that inspire professionals (including scholars and researchers) to be critical activists for inclusive education.
Might propose that we are at the brink of disaster. Fractured, chaotic, segregated structure for schooling in England that makes inclusion less likely. We need to find ways to address this. Well educated professionals and activists are part of the solution.
Coming to the University of Nottingham means that I will be an academic teacher working on a programme whose team share my passions in one of the best Schools of Education in the world. A step into a new realm of influence.
