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No Child left behind Spilamberto , 2017 Cecilia Perillo

Join Cecilia Perillo in Spilamberto, 2017, for an engaging approach to inclusive teaching focusing on diverse learning abilities and engaging techniques. Explore stimulating methods to activate prior knowledge, address different learning styles, and encourage participation, ensuring no student is left behind. Discover the power of interactive lessons, multisensory learning, and tailored approaches to foster a supportive and enriching educational environment.

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No Child left behind Spilamberto , 2017 Cecilia Perillo

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  1. The manyfaces of inclusive teaching No Child left behind Spilamberto, 2017 Cecilia Perillo

  2. Interesting and stimulating way to develop a topic 2. Stimulatescuriosity and differentresponses from differentpeople n

  3. Session AimsInclusive classrooms must incorporate a variety of teachingmethods in order to reachstudents of varyinglearningabilites

  4. Variables • Needs • Interests • Attitudes • Personalities • Experience • Backgrounds Teachingneeds to be sufficientlyflexible and wellplanned in order to reachasmanystudentsaspossible a

  5. What do you know about your students? Learning isrelating new information or concepts to whatwealreadyknow JimCummins 1 Activatingpriorknowledgeislikepreparing the soilbeforesowing the seeds of new knowledge JimCummins Prior - knowledge 2 Can do with language 3 Plan Lessons

  6. Strategies to activate prior - knowledge 1 KWL Chart 2 Graphic organisers 3 Concepts maps

  7. Activatingprior-knowledge • Thinkingaboutwhatstudentsalreadyknowabout the topic • Connect priorknowledge to new learning • A way to scaffoldlearning for studentswhoprocess new information more slowly 1. What do studentsknowaboutvolcanoes? 2. What do studentswant to learn? 3. Whatstudentslearned from the lesson. KWL chart

  8. Compare and contrast Organize information according to similarities and differences 2. Explorerelationship VENN DIAGRAM

  9. Passport to Secondary School to valuepre-existingknowledge

  10. Solving the problems 1 Half the students have finished 2 The other half have only just begun 3 Graded tasks - readers

  11. What are the advantages? 1 Appropriate level of difficulty 2 No learner should be left behind 3 4 Completing the task is motivating Easy learning for all students

  12. The weakerstudentstry so hard buttheystillgetbadmarks Recognition of progress isasimportantasachievement Varyyourapproach to cater for differentlearningstyles People learn in different ways

  13. Thinkaboutlearningstyles- are yousupporting the learner’sstrengths?

  14. Who benefits from multisensory learning? Everyone! 1 We learn with our whole body 2 We have a multisensory brain 3 4 We all have different learning styles People with learning difficulties

  15. To stimulate visual reasoning and learning Notallvisuallearnershavedyslexia, butallpupils with dyslexia are visuallearners 1 Text, pictures, posters, computers, flash cards 2 Colourfor highlighting, organizing information 3 4 Graphic organizers Student created art, images, text, pictures, video

  16. Sensitizing Students to Grammar I see! Manydyslexicshavevisualstrengths so use of colourmakescomprehensioneasier and helpsthem to focus and remember I see! Word order Colourhelps to buildsentences Visualising = understanding Wegotoabigschool

  17. MAP YOUR GRAMMAR

  18. Memory Game

  19. Memory Games Revisedifferentlexicalitemssuchasnumbers, colours, clothes 2. Revisestructuressuchaspresentcontinuous 3. Orally or written 4. Individually, pairs, teams 5. Test WHAT CAN YOU REMEMBER FROM THE PICTURE? 1.What animals are there? 2. What’s the weather like? 3. How many birds are there? 4. What is the man doing? 5. How many children are there? 6.What colour is the car? 7. What is the mother wearing? 8. What is the baby doing?

  20. Presentation -What’s the lessonabout? Subject? Science :Animals and theirhabitats

  21. Presentation arctic mountains desert lake ocean / sea country jungle forest / woods river savannah HABITAT: The naturalenvironmentwhere an animallives

  22. DRAMA Interview a Roman Act out a story SCIENCE How an aqueductworks HISTORY Social Classes Architecture CLIL Project Central theme Explore and relate othercurricularsubjects/ideas The Ancient Romans GEOGRAPHY Map of Empire Map of trading routes ART Make a mosaic Construct an amphitheatre RELIGION Roman gods and godesses

  23. DramaStory prediction – What’sitabout? ring thief Senator

  24. History and Drama Drama is a great way to implement the VAKT model for learning. 2. Consolidate and reinforcelanguage and knowledge 3. Takesinformation off the page and comesalive! Global questions Where are Aurelia and Fabius? Where do they go? • Detailedquestions • Howdoes Aurelia feel? • Whathas the thiefgot? • Where is the Senator? • Where is the thiefgoing? • Describe the thief.

  25. Insert examples of Amazing Minds – reading activities and projects

  26. Auditory techniques 1 Computerized text readers 2 Music, song, rhymes 3 4 Video / Film Flipped Classroom

  27. Computers are infinitelypatient Computer-basedexercises look appealing Highly motivating and multi-sensory 4. Supportslearningatalllevels

  28. Tactile teaching methods 1 Finger painting 2 Puzzles 3 Computer

  29. Kinaesthetic teaching methods 1 Weremember 10 per cent of whatwehear, 20 per cent of whatwesee, and 90 per cent of whatwehear, see and do Body movements 2 TPR 3 Reading race

  30. History and Science Reading Race 1. Cut up text 2. Placearoundclassroom 3. Give out pictures to pairs of students 4. They race to match picture and text

  31. The HokeyCokey Put your right arm in Put your right arm out In, out, in, out, shake itallabout You do the hokeycokey And turn around That’swhatit’sallabout Oh, the hokeycokey! ( 3 times) Kneesbent, armsstretched RA,RA, RA! Put yourleftarm / right leg / leftleg / whole self in………………………

  32. « If we teach today’s students as we taught yesterday’s, we rob them of tomorrow» John Dewey

  33. Grazie per la partecipazione!formazione.elt@pearson.it

  34. it.pearson.com/pearson-academy.html

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