07/04/2016 NASEN LIVE Adapting teaching to respond to the strengths and needs of pupils in the secondary classroom REVISE REFINE

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1 NASEN LIVE 2016 Adapting teaching to respond to the strengths and needs of pupils in the secondary classroom Kate Browning School Improvement for SEN, Education Consultant Associate Consultant, NASEN REMINDER! Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff SEN Code of Practice 2014 The Zone of Influence and Accountability SENCo Teacher Student Family Directing TA support Tools and CPD External support: LA Academy Trust Teaching Schools Local SENCo networks NASEN Voluntary organisations The Graduated Approach Mind set REVISE Growing Understanding of what approaches secure better outcomes Assess Growing Understanding of Pupil s Needs REVISIT Review Plan REFRESH Growing Understanding of effective support Do Growing Understanding of what teaching approaches work REFINE 1

2 Do subject teachers recognise pupils who may be at risk of underachieving? Barriers to Learning Barriers to Learning Are staff able to identify possible barriers to learning? What may be the signs that a child is experiencing barriers to learning? What may be some of the underlying reasons? All those who work with children and young people should be alert to emerging difficulties and respond early CoP 6.20 Training for all staff Equality Act Duties reasonable adjustments High Incidence Needs - Dyslexia - Autism Spectrum Condition - Speech, Language and Communication Needs - Mental Health Young Minds - ADHD ADHD Solutions - HI / VI SPLD Dyslexia Trust Professional Development Framework Autism Education Trust Competency Framework ools/competency-framework/ SLCN - Communication Trust Speech, Language and Communication Framework rg.uk/projects/professionaldevelopment/ 2

3 Inclusive Teaching = adapting planning and approaches to teaching to remove barriers to learning Barriers to Learning Inclusive Quality First Teaching Planning and Teaching PLUS Targeted Support Short term intervening Longer term SEN/D Barriers to Learning Teachers Standards 2012 Adapt teaching to respond to the strengths and needs of all pupils know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively have a secure understanding of how a range of factors can inhibit pupils ability to learn, and how best to overcome these demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils education at different stages of development have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. Implications for on going CPD Pre-requisite High Expectations Belief it can be done training equipment psychology Roger Bannister runs a mile in 3:59:4 on 6 th May 1954 physiology 3

4 Pre requisite: understanding needs What are this student s barriers to learning? What teaching strategies are known to support learning? What aspects of learning in my subject is s/he secure with? How can I make effective use of support staff? What additionalresources do I need to have ready? What supportcan I draw on over the year to help me? Building a Profile Are there any social and emotional needs to be aware of? What are her/his particular strengths? What particularly engages her/him in learning? Does my classroom environment support his/ her learning? Systems and Structures for sharing information Pupil Passport On-line Profile EHCP/Specialist advice Starting points Know where you want to get to but start from where the student is at Is it an appropriate level of challenge? Are you building understanding / knowledge / skill that are secure? Does the planned learning need to be broken down? Plan a prior / smaller stepped learning intention Plan for further application Plan for acceleration Adapting the task Opportunities for pre-teaching Links previous learning via photographs, videos, learning journey Writing Frames to scaffold written responses with key lead points Utilise a full range of media visual and hands-on to make the abstract concrete and engaging If copying from the board, colour sections e.g. focus on the green Make connections with their own experiences / interests / knowledge. Break tasks down into into smaller stepped tasks to be achievable Provide extra time for thinking and doing Provide modified reading material which is laid out in chunks, numbered paragraphs or boxes Provide visual prompts to support text 4

5 Resources Literacy Phonics chart HFW chart Key subject vocab Topic glossaries Personal glossary Line track ruler ICT laptops Flip Cams Spell Checkers Text Ease Pen readers Pale blue background on IWB INDEPENDENCE Do you: Have them readily available, every lesson? Refer to them regularly? NAG them to use them!? Reward them for using them? Hand-outs for students Numbered paragraphs Chucked/ boxed text Symbols to support language Spaced out No unnecessary illustration Buff paper Courier New 1.5 line spacing Maths Counting equipment Number lines, number grids Prompts / reminders / models Other Task prompts reminders Colour coded books and equipment for different subjects Spare equipment Space to work without distraction Thesaurus (rather than dictionary) Or phonetic dictionary Highlighter Pens Try it pads/whiteboards Visual Stress? - print on Buff paper Classroom Environment Classroom Audit? Uncluttered Organised Plain wall behind where you stand Some seating away from distraction Visual and written routines on display (refer to) Aware of distractions e.g. buzzes / smells / flickering lights New language displayed in the same place Working Walls and Learning Journey to support processes Visual Timetable Signs and Symbols around school Teacher Talk and Language Give instructions in order Structure what s going to happen visual prompts Allow time to think and respond; rehearse response with a partner Check understanding (don t assume) Repeat rather than re-phrase Gain attention: use student s name eye contact Use unambiguous language wherever possible Personal glossary Symbols / gesture for what / when / where / why / who (all staff) New vocab: Say aloud 5 times clap syllables Use the word in context Link to other known words / word families Visual clues support new vocab Strategies for remembering the spelling 5

6 Power of Peer Talk partners oral rehearsal for writing Reading/ writing buddy Study buddy Life Guards Assign roles when in group discussions Peer support for task checking Peer marking / editing Teach and Reward good partnership working Homework and Revision Provide marking criteria Post homework on VLE Allow students to photograph homework Pre-prepared on a handout structured and unambiguous Explicitly teach how to revise and how to manage time Effective additional adult support is: Planned Aimed at increasing pupils inclusion in the learning of their peers Discreet Selective Focused on maximising pupils independence and not about encouraging a dependency culture Informed Skilled Alert to the class teacher s agreed ground rules Able to contribute towards the assessment for learning 6

7 TA skills to support pupil s developing independence Modelling Questioning to prompt/promote independent thinking (rather than immediately giving the answer/direct support) Discreet support: consider position in class Beware of over-organising equipment Beware of blocking pupil from peers/ teacher Reinforce / work with pupil s strengths Reward independence (V.I.P.) Making the best use of Teaching Assistants Webster Blatchford and Sharples EEF New - Feb 2016 Excellent resources to support auditing and changing practice around deployment of and training for teaching assistants resources.php Building self - advocacy Useful web site developed by York University, USA - What is selfadvocacy - Teaching Selfadvocacy skills - Inclusive classroom activities and management 7

8 and when it all goes pear shaped? Work on developing your relationship with the student You now know something about the student s needs you didn t know before? What barrier to learning did you hit? Speak with the student directly and parents Use the professionals around you are they experiencing similar challenges? 8