Post on 21-Dec-2015
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Working together in the workshops will involve…
Confidentiality
ParticipationContributing to group learning
Asking questions/clarifying issuesTaking responsibility for your own learning
Please check that your phone is offfor the duration of the workshop
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Workshop OverviewCo
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Lear
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in IT
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7 Pr
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Lear
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OEC
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Supp
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Lear
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2-Oa
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Adap
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Reso
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What is Learning? Time to Reflect…
What? So What? Now What?
What? (Descriptive)What did you learn in ITE about ‘learning’?
So What? (Interpretive)Did it make a difference to you? What impact does it have on your teaching?
Now What? (Applicative)What more needs to be done? How can you apply what you know about ‘learning’ in your classroom?
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The 7 Principles of Learning
Learners at the centre
The social nature of learning
Emotions are integral to learning
Recognising individual differences
Stretching all students
Assessment for learning Building horizontal
connections
Understanding the fundamentals of how we learn
allows us to address more effectively the conditions in
which successful learning can occur.
(OECD, 2012, pg. 3)
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“I believe that well-informed educators can take a small
step from brain research and create and apply a
reasonable strategy in the classroom that will help
many students take a giant leap in their learning.”
Martha Kaufeldt - Teacher’s Change Your Bait!
Group Discussion
What would the seven principles look like in my
classroom?
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Information about Learning
How do you as an NQT get information about your students learning and
strengths?
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Learning about our students - Theory
School Information
Other Teachers and Personnel
School Self-Evaluation
Student Questionnaires
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Learning about our students – practical application
Design a reflective tool, questionnaire, mind map, fishbone, concept map, flyer, activity, strategy, methodology, worksheet…….. to gather information about how students like to learn in your classes?Be creative and we will collate and share the work with you on the NIPT website.
www.teacherinduction.ie
Learning Profile
What helps me learn?
What makes learning a challenge?
What helps me behave in class?
What makes good behaviour a challenge?
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Possible areas/ideas to include: • Classroom environment• My feelings and
emotions• Me as an individual as a
learner• Activities• Rules and routines in
class• Behaviour helps and
hinders• ICT in class
• Homework• Inclusion in class• Encouragement and
support• Feedback on work and
assignments• Group and individual
work• Connections to other
subjects and wider society
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System Supports for Learners with Additional Needs
• School CommunitySEN Coordinator, Resource/Learning Support Teachers, Tutor, Year Head, HSCL, Guidance Counsellor, Parents
• NCSE, SENO, NEPS, Visiting Teacher Service
• DES, SEC, SESS, NIPT, NBSS, PDST, NCCA, HSE, CTYI
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Language of Special Education 1. What are percentile scores and where will we see them
in relation to learning information?
2. What is the difference between learning support and resource provision?
3. What are low and high incidence of SEN naming at least 3 of each?
4. What does Dual Exceptional describe?
5. What is the general allocation model - GAM?
6. What core documents direct teachers in supporting students with additional needs.
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Language of Special Education
1. Percentile scores
2. Learning Support v Resource
3. Low and high incidence
4. Exceptional students (including dual)
5. General allocation model (GAM)
6. Code of Professional Conduct for Teachers (Teaching Council 2012)
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Learners with Additional Needs Cognition and
Learning difficulties Behavioural and social difficulties
Communication and Interaction
Difficulties
Dyslexia, Dysgraphia, Dyscalculia
Emotional disturbance and/or behaviour problems
ODD, CD, OCD
Autistic Spectrum Disorder (ASD)
Autism, Asperger Syndrome
General Learning Disability
Borderline, Mild, Moderate, Severe,
Profound
Attention Deficit Disorder (ADD)
HyperactiveInattentiveCombined
Specific Speech and Language
Disorder
Assessed Syndromes
Sensory Impairment
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General Allocation Model (GAM)
“The general allocation of teaching resources ensures that schools have a means of providing additional teaching support to pupils with learning difficulties and special educational needs arising from high incidence disabilities without recourse to making applications on behalf of individual pupils.”
SP ED Circular 02/05
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The mainstream teacher has the responsibility for ensuring
that all students, including those with special educational
needs, are provided with a learning programme and environment that enables them to gain access to the curriculum and to advance
their learning.
(DES, 2007, pg. 71)
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Code of Professional Conduct for Teachers (Teaching Council, 2012)
Teachers should:1.2 acknowledge and respect the uniqueness, individuality and specific needs of pupils/students and promote their holistic development1.3 be committed to equality and inclusion and to respecting and accommodating diversity including those differences arising from…disability… 4.5 develop teaching, learning and assessment strategies that support differentiated learning in a way that respects the dignity of all pupils/students5.1 take personal responsibility for sustaining and improving the quality of their professional practice
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2-Oak
MajaOrla
ConnorKatieKadiDaisy
Each group will look at one student, firstly identifying each student’s:
• Strengths• Implications for teaching and
learning• Adaptations for practice
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Factors that support effective learning for all students
• Teacher knowledge, enthusiasm and responsibility for learning
• Setting clear expectations• Consistency• Encouraging active learning• Involvement of students• Emphasis on understanding not just getting the
right answer• Variety of teaching strategies• Awareness of the environment: design, seating,
light, space • Assessment for learning
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Documents and publications that reference core learning elements
• Inclusion of Students with Special Educational Needs: Post-Primary Guidelines (DES, 2007)
• Learning Support Guidelines (DES, 2000)
• Supporting Students with Special Educational Needs in Schools (NCSE, 2013)
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Documents and publications that reference core learning elements
• School Matters: The Report of the Task Force on Student Behaviour in Second Level Schools (DES, 2006)
• A Continuum of Support for Post-Primary Schools: Guidelines for Teachers (NEPS, 2010)
• Code of Professional Conduct for Teachers (Teaching Council, 2012)
• Towards a framework for the Junior Cycle, Innovation and identity (NCCA, 2011)