Speech, Language And Communication - Session Nine


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Special Educational Needs and/or disabilities: a training resource for secondary undergraduate Initial Teacher Training courses

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Speech, Language And Communication - Session Nine

  1. 1. Speech, language and communication Special educational needs and/or disabilities Training toolkit Session 9 Areas of need set out in the SEN Code of Practice
  2. 2. Learning outcomes <ul><li>You will understand the: </li></ul><ul><li>elements of communication </li></ul><ul><li>importance of monitoring speech, language and communication development </li></ul><ul><li>foundations of effective communication </li></ul>
  3. 3. Learning outcomes (continued…) <ul><li>You will be able to: </li></ul><ul><li>differentiate lesson planning for students with SLCN </li></ul><ul><li>differentiate your questioning </li></ul><ul><li>model good communication </li></ul><ul><li>support the development of storytelling </li></ul>
  4. 4. Learning outcome <ul><li>You will understand the key terms used in the discussion of communication </li></ul>Activity 1
  5. 5. Expressive and receptive communication <ul><li>Where students with SEN use alternative forms of communication, such as sign, rather than oral language, it is often more appropriate to use the terms ‘expressive and receptive communication’ rather than ‘speaking and listening’ </li></ul>
  6. 6. Role of language and communication <ul><li>The development of language and communication is fundamental to written literacy and behavioural, emotional and social development </li></ul>
  7. 7. Why teachers need to know about language development <ul><li>To unde rstand the stage students have reached in their learning </li></ul><ul><li>To plan the next steps in their learning </li></ul><ul><li>To identify the barriers to learning that students with atypical languag e development may face </li></ul>
  8. 8. Learning outcomes <ul><li>You will: </li></ul><ul><li>know the three elements of communication </li></ul><ul><li>understand their importance for removing barriers for students with SLCN </li></ul>Activity 2
  9. 9. Elements of communication <ul><li>Fo rm grammar </li></ul><ul><li>Content vocabulary </li></ul><ul><li>Use pragmatics − knowing how to use language, for example the rules of conversation, such as taking turns </li></ul>
  10. 10. Stages of development <ul><li>Research has established patterns of development for each of the three elements </li></ul><ul><li>They are generally hierarchical, ie you need to have reached one point in development to be able to move on to another </li></ul><ul><li>The three elements work together to allow a student to be a successful communicator </li></ul><ul><li>Students move through developmental stages in many different ways </li></ul>
  11. 11. About P scales <ul><li>P scales are best-fit performance descriptions used to assess students who have not yet reached national curriculum levels </li></ul><ul><li>There are eight P levels before national curriculum level 1 </li></ul><ul><li>P scales are not a curriculum </li></ul><ul><li>P scales support target setting in schools </li></ul><ul><li>They are not developmental patterns as such, but use the knowledge we have about development to set out levelled performance criteria </li></ul>
  12. 12. P7 listening (receptive communication) <ul><li>Students listen, attend to and follow stories for short stretches of time </li></ul><ul><li>They follow requests and instructions with four key words, signs or symbols − for example, “Get the big book about dinosaurs from the library” </li></ul><ul><li>They attend to, and respond to, questions from adults and their peers about experiences, events and stories − for example, “Where has the boy gone?” </li></ul>
  13. 13. Possible answers <ul><li>Form/Grammar </li></ul><ul><ul><li>follow requests… with four key words </li></ul></ul><ul><ul><li>understand the question form in “Where has the boy gone?” </li></ul></ul><ul><li>Content/Vocabulary </li></ul><ul><ul><li>“ Get” “big” “book” “from” or “library” </li></ul></ul><ul><ul><li>“ Where has the boy gone?” </li></ul></ul>
  14. 14. Possible answers (continued…) <ul><li>Use/Pragmatics </li></ul><ul><ul><li>listen, attend to and follow stories for short stretches of time </li></ul></ul><ul><ul><li>attend and respond to questions from adults and their peers about experiences, events and stories </li></ul></ul>
  15. 15. Learning outcomes <ul><li>You will: </li></ul><ul><li>understand the basics of developing a communicative learning environment </li></ul><ul><li>acquire some core skills of teacher communication </li></ul>Activity 3
  16. 16. Language in context <ul><li>Language does not occur in a vacuum but: </li></ul><ul><li>develops in a social-cultural context </li></ul><ul><li>is influenced by the cognitive skills students bring with them </li></ul><ul><li>develops gradually </li></ul><ul><li>develops at varying rates </li></ul>
  17. 17. Language in context (continued…) <ul><li>Language development is an interaction between the environment and the child’s cognitive skills </li></ul>
  18. 18. Three areas <ul><li>Responding to speech errors </li></ul><ul><li>Choosing the right questions </li></ul><ul><li>Praising appropriately </li></ul>
  19. 19. Scenario <ul><li>A year 7 class went to the local castle yesterday </li></ul><ul><li>The trip was a great success </li></ul><ul><li>Students appreciated the guide dressed as one of Cromwell’s soldiers, with his armour, helmet and large sword </li></ul><ul><li>They were impressed by the dungeon with its rusty rings on the walls and narrow grating through which the prisoners could see the outside world </li></ul><ul><li>They had their sandwiches on the grass by the two black cannons that pointed out over the valley </li></ul><ul><li>Imagine the teacher is taking the students through the experiences, using discussion </li></ul>
  20. 20. Learning outcomes <ul><li>You will understand: </li></ul><ul><li>the principles of differentiation for students with SLCN </li></ul><ul><li>possible strategies to support them </li></ul>Activity 4
  21. 21. Football as “Geography in action” Geography in action Arsenal versus Manchester United football match on Saturday 3 rd November 2007 Shoreditch Communication Skills Project Listen EAR ©
  22. 22. Shoreditch Communication Skills Project Listen EAR © Geography in action Football is a global sport…yes/no?
  23. 23. Did you know that the players from Arsenal and Man U were from 13 different countries? Can you guess the six countries for the Arsenal players? Sagna Toure Fabregas Rosicky Gallas Hleb Flamini Almunia Clichy Adebayor Eboue Shoreditch Communication Skills Project Listen EAR © Geography in action
  24. 24. Here is a clue… Geography in action France Spain Togo Ivory Coast Czech Republic Shoreditch Communication Skills Project Listen EAR © Belarus
  25. 25. Can you guess the eight countries for the Man U players? Shoreditch Communication Skills Project Listen EAR © Vidic Van der Sar Brown Ferdinand Evra Ronaldo Hargreaves Anderson Giggs Rooney Tevez Geography in action
  26. 26. Here is a clue… Shoreditch Communication Skills Project Listen EAR © Geography in action France Portugal England Argentina Brazil Wales Holland Serbia
  27. 27. Shoreditch Communication Skills Project Listen EAR © Geography in action In what other ways can geography be linked to football?
  28. 28. Did you know… <ul><li>The match between Arsenal and Manchester United was watched by 600 million homes in 202 countries </li></ul><ul><li>The overseas TV deal for Premier League matches was worth £625 million at the time </li></ul><ul><li>It costs over £40 to buy an Arsenal shirt!! </li></ul><ul><li>There were 60,161 fans at the match (how did they all get there?) </li></ul>Shoreditch Communication Skills Project Geography in action Listen EAR ©
  29. 29. Learning outcomes <ul><li>You will understand: </li></ul><ul><li>the essential components of story and its importance for the education of students with SLCN </li></ul><ul><li>the relationship between narrative and story </li></ul><ul><li>how narrative and storytelling develop in childhood </li></ul>Activity 5
  30. 30. Learning outcomes (continued…) <ul><li>You will be able to: </li></ul><ul><li>distinguish between types of narrative </li></ul><ul><li>identify key features of narrative in children's talk </li></ul><ul><li>use strategies to encourage storytelling skills in students with SLCN </li></ul>Activity 5
  31. 31. Thinking about the concepts <ul><li>Ability to narrate is strongly associated with academic achievement, reading, writing and socialisation </li></ul><ul><li>Narratives are the broad category of talk within which stories nestle </li></ul><ul><li>All stories are narratives; but not all narratives are stories </li></ul>
  32. 32. Narrative definitions <ul><li>Narrative has been defined as: </li></ul><ul><li>a chronological recapitulation of successive events </li></ul><ul><li>mental schemes that represent a logical sequence of purposeful episodes that are temporally and causally connected </li></ul><ul><li>an organiser of human experience − our thoughts of the world take the shape of stories that are told and retold </li></ul><ul><li>discourse that enables us to make sense of our experience, making the past present </li></ul>
  33. 33. Learning outcomes <ul><li>You will: </li></ul><ul><li>reflect on the key learning points from the session </li></ul><ul><li>select areas you wish to develop after the session </li></ul>Activity 6