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REACHING OUT TO ALL LEANERS IN THE CLASSROOM

REACHING OUT TO ALL LEANERS IN THE CLASSROOM. VIDA VILKIENE , Marijampole College, Lithuania. Outline. Theoretical Part serving as Introduction into the Practical part

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REACHING OUT TO ALL LEANERS IN THE CLASSROOM

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  1. REACHING OUT TO ALLLEANERS IN THE CLASSROOM VIDA VILKIENE , Marijampole College, Lithuania ERASMUS IP DESI 2, Palencia, Spain, June 3 -15, 2013

  2. Outline • Theoretical Part serving as Introduction into the Practical part • Practical Part (watching videos) as pieces of inlusive and differentiated classroom in X school in Amsterdam, The Netherlands) • Discussion, reflection ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  3. Theoretical Part serving as Introduction into the Practical part ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  4. Reaching out to all learners in the classroom (1)... Is it possible? Can all learners in the classroom be reached? • What? • Why? • How? ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  5. Reaching out to all learners in the classroom (2)... is relevant to two key issues: • inclusive education • differentiated teaching Learners in the classroom are reached when meeting the learners’ needs responsively. ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  6. Inclusion is • reaching out ... • welcoming... • valuing equally... • developing every learner’s ... • feeling that one belongs... • responds to... ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  7. Differentiation • attends to the learning needs of a particular student /small group of students and • reaches student progress and individual success through a variety of individual learning styles and intelligences. ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  8. Differentiation is • means of addressing the learning needs of everyone in the classroom • beneficial as no one in the classroom is left behind or aside • going alongside with inclusion. (After: Tomlinson, 2000) ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  9. Inclusion vsDifferentiation ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  10. All children are in reach • when we find their rhythm- • the step, the dance, the song within them • that’s a better journey, but so much harder • too extraordinary, but so much smarter • to drum to the beat of each different marcher. ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  11. Children in the classroom... • Hyperactive, dyslexic, class clown, non-reader • Upper class, no class, off task, bottom feeder • Little a challenge, little a dream • We’ve seen them all, they all need to be seen. • He is in the slow group, a low achiever • She is the small quiet one, not a class leader. • Some kids have a chance, with a different choice • To show when they know, they must have a voice. ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  12. Artful Teaching The Teacher The Students The Content ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  13. One-size-fits all has failed, fails Teachers need to play to students’ strengths and to decrease their learning weaknesses. Teachers need to utilize a variety of instructional models in making teaching and students successful. Teachers need to use responsive instructional variety. ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  14. A teacher is atop the learning triangle “I am not particularly blissfull neither in school nor in my life. My car breaks down, I quarrel with my friends, I get sick, and I worry about my children. I have to watch my moods, needs and weaknesses in order to see how they are affecting my work. If I can monitor my emotions in my classroom, my joyful side dominates and encourages my students”. (A Teacher’s Reflections) ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  15. Lucky is the one who has had a teacher who • has the perception, the imagination and the courage to go beyond the traditional teacher-centered model • is able to look inside children • recognize and see their unique gifts • utilize the gifts the learners already have • differentiate instruction to address children’s gifts • engage, motivate and challenge • encourage learners to find their own ways, rhythms, strengths ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  16. Practical Part as pieces of inlusive and differentiated classroom in X school in Amsterdam, The Netherlands) Watching a video ClipDiscussing in a group on given tasks Presenting the summary of commentaries ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  17. The Teacher (A) The day before the class had another teacher. Their own teacher wants to evaluate the previous day. One pupil is late for the lesson, then two more pupils are late for the lesson... (Video clip of 2,5 min.) ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  18. The Teacher (A): Tasks • Think about the relationship of the teacher and the pupils and share your thoughts among the group. • Comment on the interaction of the physical environment and the psychological atmosphere in the classroom. ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  19. Interaction (A) The teacher writes a sum on the blackboard. She doesn’t ask: “What’s the answer?”, but ‘Who knows a way how to handle this?” She asks various children to give their opinion. (Video clip of 1,48 min.) ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  20. Interaction (A): Tasks • What does the teacher do to keep the children involved? • Describe the interaction.Is there enough interaction? • What should you do to increase the interaction between pupils? ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  21. Circuit 1: Subject: History (A) Teacher: I have written down four groups (corners) on the blackboard. You are going to work in all the corners subsequently (later). (Video clip of 3,27 min.) ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  22. Circuit 1: TASKS • Which elements of cooperative learning do you recognize? • Which of the types of intelligence is the teacher addressing? • Give your impressions of the organization of this circuit and its goals in a few words. What do you think has been the result? ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  23. Circuit 2: The Computer (A) Teacher: The first station of the circuit is computer, digital camera or digital microscope. We have done that a few times. (Video clip of 1,31 min.) ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  24. Circuit 2: Tasks • What kind of instructions is the teacher giving? • Will all the children know what to do? • The other stations of the circuit were chess, reading a book and arithmetic. • What do you think about this combination? ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  25. Circuit 3: Five Stations (A) Teacher: First you choose a lesson from the book C or D. You can work alone or with your neigbour. You start reading the lesson. You do that alone. Write your name on the paper. When you’re going to another station you leave the paper on the desk. (Video clip of 2,45 min.) ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  26. Circuit 3:Tasks • Analyze the activities. Are their enough? Is there enough variety? • Did you see the read tags on the table? What were they? • Should a teacher be part of the circuit? Why? ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  27. Peer -teaching: (A) Teacher: instructs to make a picture frame. When everything is clear, the children from the first grade will join the children from the 8th grade. The older children will help the younger ones. (Video clip of 3,49 min.) ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  28. Peer-teaching:Task • Describe the differences between the two ways of peer teaching in this clip. ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  29. Choose: (A) Children are always choosing from a variety of tasks. There are tasks that are obligatory and some are not. When you choose a task, you put aname under it. So the teacher knows who is doing what. When everybody has a task, the teacher has time to help children with special needs. (Video clip of 3,49 min.) ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  30. Choose: Tasks • Invent a name for this kind of training. • Which things must be arranged before this kind of model can work? • What is the difference between a circuit and this way of training? ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  31. Differentiating: (A) A dictation about multiplication tables. ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  32. Differentiating: Task • What is the teacher doing? • What kind of differentiating is this? ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

  33. “We are all learners, doers, teachers. • Learning is finding out what you already know. • Doing is demonstrating that you know it. • Teaching is reminding others that they know it just as well as you. (Richard Bach) ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

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