Senco Workshop

1. Senco Workshop Term 4

2. Workshop Overview Any or all of the following … • Your needs • Teaching techniques in Inclusive Classrooms • Teacher Aides – best use of an expensive resource • Wellbeing site and Inclusive School Surveys And weaving through the day – smart technology 

3. Teaching techniques in Inclusive Classrooms • PART 1: General Teaching strategies and their theoretical foundation • PART 2: Adaptation and Planning Thanks To associate professor Jill Bevan Brown for the material in the following slides.

4. Behavioural Theory • A (Antecedents), B (Behaviour), C (Consequences) • Concentrates on what can be seen • Interventions for problem behaviour – Functional Behaviour Analysis (FBA).

5. Scenario: Teacher hands out worksheet, child with special needs throws it away and abuses teacher, teacher sends him out of the room • What was the cause of t he behaviour? • What was the consequence?

6. So the student with learning needs…

7. Your turn… • Think of a recent situation with one of your students who has learning needs • Identify what the student gets, avoids and communicates in that situation

8. What if the child could do the work but didn’t want to? Strategies for managing • Behaviour/learning contract • Social reinforcement • Activity reinforcement       • Token reinforcement       • Edible reinforcement          • Tactile and sensory reinforcement  • Use FBA to solve a student’s problem you have experienced

9. Your turn… • What other strategies do you use for a behavioural needs student? • Work in groups and generate ideas • Share

10. Learning Needs Strategies Task Analysis: the breaking down of a complex task into its parts and arranging these into a hierarchical or logical learning sequence • Assessment – where is the difficulty? • Plan – teaching objectives in area of difficulty • Teaching sequence that builds on previous learning

11. How to Analyse a Task • Watch someone • Do it yourself • Researchhttp://www.gobookee.org/task-analysis-examples-special-education/ (but always try out yourself) • Identify language, memory or motor skills involved • Identify prerequisite skills or understandings are needed • Task timeframe • Complexity of task : ability of learner & size of learning steps • Test drive - preferably a child of the same age

12. Analyse: Putting on a T shirt • Hold shirt bottom open with right hand • Insert left hand into shirt • With right hand, pull shirt over left hand so hand comes through sleeve • Hold shirt bottom with left hand • Insert right hand into shirt and through sleeve • Pull shirt over head • Pull shirt down (Cook, Klein, Tessier, 2004, p. 262)

13. Your turn … • Use the iPad to help you demonstrate how to do a forward roll. • Take photos of the sequence • Use the photos to create a book with the instructions in print and voice.

14. Cognitive Approaches to Teaching Approaches include: • guided imagery, • strategy instruction, • study skills, • reciprocal teaching, • De Bono’s six thinking hats, • whole brain strategies, • brainstorming, • accelerated learning • multiple intelligences.

15. Metacognitive strategies • Cloze exercise, • graphic organisers such as mindmaps, diagrams & charts, • reciprocal questioning, • marking texts eg highlighting keys words

16. Your turn …

17. What teachers need to do • Identify the child’s level of cognitive development • Examine the demand of the curriculum content and materials and adapt these or prepare pupils to meet the demands. • Analyse faulty processes of thinking at the input, elaboration and output phases of lessons • Use group discussions and direct teaching of strategies to improve thinking processes • Teach pupils to reflect on and vocalise their own thinking processes

18. Teaching Tips • Observational learning – to gain attention use high status or same age models with skill just slightly higher level of competence • Draw attention to relevant aspects of modelling. • Rehearsal to aid retention – visualisation or performance. • In performance provide recall prompts, informative feedback, time & incentives if student is not motivated to perform

19. Teaching Social Skills • Evidence-based strategies • Engagement • Modeling • Rehearsal & Roleplay • DVD, feedback • Puppets • Homework tasks – transfer of training • Whole group/whole class

20. Your turn… • Get into groups • Agree on a social skill you are having issues with at the moment • Write a script for a short conversation that positively models this • Practise your script • Either • Use the iPads and a puppet programme (e.g. sock puppets) to develop the script • Video yourselves acting out the script. • Present • Analyse

21. Part 2: Adaptation and Planning • classroom/centre environment • the amount and complexity of content • method of instruction • intended goals • lesson format • materials used • pacing • performance standards • support structure • daily schedules • evaluation method and criteria • Etc!

22. Your turn… • Break into groups. • Take 2 or 3 of the ideas from this list and talk about what they mean to you. • Decide on an example of how this is used • Share

23. Your turn… • Work in groups of three • Think of some specific things that are getting in the way of each child in your room being able to access the learning. For example, not being able to grip a pencil. • Describe the child and the issue briefly on your paper • Think of one thing you could do to support the child • Move around the room and contribute your ideas to other groups’ issues

24. Planning for Inclusion • Educational matrix