10 key things about Inclusion and English David Crabtree 15.5.13

1. 10 key things about Inclusion and EnglishDavid Crabtree 15.5.13

2. University of Westminster Teacher trainer Consultant Parent An introduction to me

3. 8. Build in Multisensory Processingand 9. Stickability Strategies • 7. Assess for learning at the end of every step 5. Create light bulb moments which make use of pupils own self-realisation 6. Teach only one thing at a time 4. Identify the main elements for Stickability ? 3. Each lesson as a Learning Journey It has a beginning and end with a step-by-step focus on pupil learning, planned interventions and the provision of targeted differentiation. 2. Learning Route Map Puts learning into context. Allows learners to see direction, relevance, progress and revise. They can look back as well as look forwards to see how things fit together. 10. The English Thing 1. Inclusion Ethos

4. Inclusion?

5. Medical model The medical model focuses on the individual’s medical condition and locates disability within the person. Social model Society disables people who have impairments because the way it has been set up prevents disabled people from taking part in every day life. What model?

6. Neurodiversity An exploration of learning differences provides us with insights into learning itself Why an exploration of models is important in relation to English language teaching?

7. Differences in cognition

9. Read the following text. Note any hesitations, errors or other tendencies. ehT .srehto eht fo ngis on llits saw erehT .pmac eht dehcaorppa yeht sa deppots dah gnignis yeht, nehT .nees eb ot eno on saw ereht woN taerg a sexob eht fo eno fo pot eht no was tuB .derbhguoroht on saw tI .god etihw eht ekilnu – tsop sti ot kcuts dah ti deraeppasid dah yehT .step rehto yeht woN .nageb tsrif elbuort eht nehw .deppart erew yehT .tops eht no erew

10. Long-term memory Short-term memory Short-term (working) memory • Problems: • Misunderstanding • Capacity • Speed of processing • Manipulating information • Storing in long-term memory • Retrieval

11. Stickability = Long term memory Short-term memory Long-term memory

12. The correct thing placed in long term memory Enabled to be retrieved successfully and link to other relevant information To be effectively learned

13. Long term memory Short-term memory Plus other forms of memory inc Tactile, Kinaesthetic, Semantic and Episodic

14. A pupil completes a task correctly – but how do you know whether or Short-term memory

15. How do we improve stickability Strategy for retrieval Use of Multi sensory processing Clarity of key learning points linked to existing knowledge Relevant disposal and lack of clutter

16. Neurodiversity

17. ‘In terms of specialised functions there is an important difference between the left and right halves of the brain’Neuropsychological Treatment of Dyslexia D.J. Bakker Left brain hemisphere • Language • Facts • Analysis • Time orientation • Sequencing • Structure • Mathematics • Listening This is true for the majority of people. Right brain hemisphere • Pictures • Feelings • Humour • Artistic • Musical • 3-D visual/spatial • Patterns • ‘Whole picture’

18. Where are you now in relation to Inclusion? At a national level At a local level At a teaching establishment level At the classroom level Personal methodological level Is there a clear way forward for English Language teaching? Methodologically Learning and learning styles Social or Medical model Examples Vision The 10 key things