addressed: q10, q19, q25, session 7 q26b, q29. an … · slide presentation session 7 handout 1...

Learning outcomesTrainees will:

understand the range of needs related to cognition and learning

be familiar with terminology used to describe these needs

understand common features in the support needs of pupils with learning difficulties

understand how learning tasks can be broken down into small, achievable steps to support pupils’ learning

be familiar with some of the teaching styles and approaches that can be used for pupils with learning difficulties, and

understand how pupils can be helped to process information and record their ideas.

Priority standards Q10, Q19, Q25, Q26b, Q29.

QTS standards addressed:

Q10, Q19, Q25, Q26b, Q29.

3hrs 30mins

Required resourcesSlide presentation Session 7

Handout 1 Terminology

Handout 2 Learning needs grid

Handout 3 Learning objectives: small steps

Handout 4 Case study: year 5 science, geography and English

Handout 5 Alternatives to written recording

Handout 6 Visual supports for learning

Handout 7 Effective approaches for pupils with learning difficulties

Handout 8 Points for action

Handout 9 Follow-up activities

Slide

Approximate timing: 3 hours and 30 minutes

Areas of need set out in the SEN code of practice

Session 7 / An overview of cognition and learning needs

1

Session 7An overview of cognition and learning needs

Film clip ‘What time is it, Mr Wolf?’ (C&L2), ‘Teaching the literacy hour and daily mathematics lesson in special settings’, DfES 0198-2003

TDA training toolkit disc two. Follow the prompts

Film clip ‘Additional approaches for children with severe and/or complex needs’ (C&L4) ‘Learning and teaching for children with special educational needs in the primary years’, DfES 0319-2004 G, 2004


Large outline of a pupil, drawn on flipchart paper or interactive whiteboard

Copies of commercially available writing frames

Trainees’ own lesson plans for annotation

Highlighter pens in three different colours

A4 sheets of paper (enough for each person) and scissors

Activities TimingsActivity 1 Range of needs related to cognition and learning 45 minutes

Activity 2 Shared features of learners’ needs 15 minutes

Activity 3 Learning objectives: small steps 30 minutes

Activity 4 Teaching approaches and access strategies 60 minutes

Activity 5 Processing information and recording learning 30 minutes

Activity 6 Review and reflection 30 minutes

Prior learningTrainees will need to have covered the content in sessions 3 and 4 of these materials.

During their school placements, trainees should prepare a short case study of a pupil with SEN in relation to their cognition and learning. Advise trainees to focus on the pupil’s strengths in learning and to identify the subjects and types of activity that the pupil finds difficult.

Ask trainees to bring this information to the session, together with lesson plans. During this session they will be asked to annotate plans to show how they might take account of the needs of a pupil with learning difficulties.



2

IntroductionThis session introduces trainees to SEN in the area of cognition and learning. It develops their understanding of the range of needs covered by this broad heading. In turn it helps them apply the conceptual framework of learning objectives, teaching approaches and access strategies to planning for pupils with generalised learning difficulties.

Note: As in other sessions, many of the ideas suggested here will be useful for removing barriers for groups of learners with different SEN.

Show slide 1.

Show slides 2 and 3 to outline to trainees the learning outcomes for the whole session.

1


An overview of

cognition and

learning needs

1Slide

2

Learning outcomes

You will:

understand the range of needs related to cognition

and learning

be familiar with terminology used to describe these needs

understand common features in the support needs of

pupils with learning difficulties

understand how learning tasks can be broken down into

small, achievable steps to support pupils’ learning

2Slide



3

Learning outcomes (continued…)

You will:

be familiar with some of the teaching styles and

approaches used for pupils with learning difficulties,

and

understand how pupils can be helped to process

information and record their ideas.

3

2Slide


4 Areas of need set out in the SEN code of practice

Activity 1

Range of needs related to cognition and learning


understand the range of needs related to cognition and learning, and

become familiar with the terminology used to describe these needs.

Approximate timing: 45 minutes

Required resources Handout 1 Terminology

Film clip ‘Additional approaches for children with severe and/or complex needs’ (C&L4)

‘Learning and teaching for children with special educational needs in the primary years’, DfES 0319-2004 G, 2004


Large outline of a pupil, drawn on flipchart paper or interactive whiteboard

TaskShow slide 4 to outline the learning outcomes for activity 1.

Ask trainees to form pairs to discuss the pupils in their case studies. Suggest that they identify each pupil’s strengths and the aspects of learning the pupil finds difficult, and compile a list of them. Trainees should then join up with another pair to compare their lists.

Invite feedback from the group. You could use the outline of the pupil to annotate findings from the discussion.

45 mins

4

Activity 1

Learning outcomes

You will:

understand the range of needs related to cognition

and learning, and

be familiar with terminology used to describe

these needs.

4Slide



5

Draw out any similarities in the trainees’ observations of aspects of learning that the pupils found difficult. They might, for example, have noted difficulties with:

reading and writingremembering informationunderstanding abstract conceptsunderstanding and using language, orsustained concentration.

Emphasise that, for national data purposes, schools are asked to classify a pupil’s primary SEN. However, the reality is that most pupils will have needs in more than one of the SEN framework’s four areas – cognition and learning; communication and interaction; behavioural, emotional and social; and physical or sensory needs. This is particularly true for the broad group of pupils that schools identify as having learning difficulties. Their needs often span several of the SEN framework’s four areas of need.

Explain to trainees that, for teaching purposes, it is better to plan on the basis of a detailed picture of what the barriers are for an individual pupil in relation to a particular piece of learning, rather than on the basis of any category the pupil is placed in for administrative purposes.

Use the annotations you have made on the outline of the pupil to illustrate this point. For example, ask trainees to consider the possible teaching implications that poor reading skills might have for a science lesson in which the pupils are finding out about evaporation, condensation and filtration. Then explore the implications for other aspects, such as poor language skills or difficulty in understanding abstract concepts.

Use the annotations to draw out the differences that trainees observed in their case studies. Some pupils, for example, will have shown strengths in oral language skills, while others had difficulties in this area. Some will be good at mathematics but not English, and vice versa. Some will be good at practical subjects, while others will find these difficult.

Point out that, as well as overlapping with other types of SEN, the area of cognition and learning itself, includes a range of very different needs.

Illustrate this by showing film clip ‘Additional approaches for children with severe and/or complex needs’ (C&L4). This film includes pupils with SEN that fall into the category ‘cognition and learning’, and have dyslexia, general (moderate) learning difficulties (MLD), severe learning difficulties (SLD), or profound and multiple learning difficulties (PMLD).

Use Handout 1 and slides 5, 6 and 7, to identify the terminologies used to describe different needs in cognition and learning. As you show the film clip, match the pupil to the learning difficulties discussed in the notes.



6

5

Terminology

The SEN code of practice says that:

“Pupils who demonstrate features of moderate,

severe or profound learning difficulties or specific

learning difficulties, such as dyslexia or dyspraxia,

require specific programmes to aid progress in

cognition and learning.”

5Slide

Note: Session 8 focuses on one common type of specific learning difficulty – dyslexia. If the session is not going to be taught to this group of trainees, use some of the information or handouts from session 8 for trainees who are particularly interested in this learning difficulty.

Tell trainees that the remainder of the session will focus on pupils with a range of difficulties in learning, but particularly those that are generalised and evident across the curriculum – general or moderate learning difficulties.

6

Terminology (continued…)

Moderate learning difficulties (MLD)

Severe learning difficulties (SLD)

Profound and multiple learning difficulties (PMLD)

6Slide

7

Terminology (continued…)

Dyslexia

Dyscalculia

Dyspraxia

Down’s syndrome.

7Slide

7



Activity 2

Shared features of learners’ needs

Learning outcomeTrainees will understand common features in the support needs of pupils with learning difficulties.


Required resources Handout 2 Learning needs grid

TaskShow slide 8 to outline the learning outcome for activity 2.

Invite trainees to discuss with a partner an experience where they were trying to learn a new skill or process, and felt that they were really struggling. How did they feel? How did they behave? What kind of help did they want, and from whom? What kind of help did they not want?

Ask trainees to record the implications from the discussion for their own practice as teachers.

15 mins

8

You will understand common features in the support

needs of pupils with learning difficulties.

Activity 2

Learning outcome

8Slide


Areas of need set out in the SEN code of practice8

Take some feedback, highlighting any common features experienced by the trainees as struggling learners. For example:

need feelings such as anxiety or panic to be understood

need encouragement

prefer help to be given discreetly

prefer support from peers or others who have struggled with the same learning process, rather than ‘experts’

prefer learning to be broken down into small steps, so as to tackle one manageable piece at a time

in contrast, need to see the ‘big picture’

need lots of examples or demonstration

need opportunities to practise

prefer ‘scaffolding’ approach – providing support, such as doing part of the task alongside the learner and then slowly withdrawing the support as they become more competent, and

need clear instructions and models, repeated as often as necessary.

Show slide 9 and remind trainees of their previous learning about the national curriculum inclusion statement. Remind them of the need to plan appropriate learning objectives, teaching approaches and access strategies for pupils with SEN and/or disabilities.

Give out Handout 2, a part-completed A4 grid on which trainees can record information.

Draw attention to the examples given under each of the headings on the grid. The examples relate to pupils with special needs in cognition and learning, but point out that they could also be relevant to all pupils’ needs. Remember that the overlap between what is good teaching for pupils with SEN and what is good teaching for all, may be a recurring and helpful discussion point throughout these sessions.

Ask trainees to add to their grids any other ideas that emerged when they considered their own learning needs in activity 2. Remind them to keep their grids for reference later in the session.

9

Principles of inclusion

9Slide

9



Activity 3

Learning objectives: small steps

Learning outcomeTrainees will understand how tasks can be broken down into small, achievable steps, to support pupils’ learning.


Required resources Handout 3 Learning objectives: small steps

A4 sheets of plain paper (enough for each person), scissors


Ask trainees to work in groups of four or five to identify the steps that pupils take when learning a skill such as telling the time on an analogue clock.

Remind trainees that pupils may need prior knowledge of vocabulary and number concepts associated with time such as ‘twenty-five minutes to seven’. Stress that pupils will probably need to make small steps on the way to being able to read the time

Ask trainees, in their groups, to list the prior knowledge/small steps on an A4 sheet of paper in roughly hierarchical order of difficulty. Tell them to cut up the steps into separate strips and to swap them with a neighbouring group. Ask the second group to rearrange the steps in order of difficulty. Trainees should then note any similarities and differences between the neighbouring group’s list and their own.

30 mins

10Slide

10

You will understand how learning tasks can be

broken down into small, achievable steps to support

pupils’ learning.

Activity 3

Learning outcome



10

Allow all groups to complete the activity and then bring them together. Circulate Handout 3 and invite trainees to compare their suggestions with the possible steps listed on Handout 3. Emphasise that there is no ‘right’ answer but there are many valid ways of breaking down a task.

Ask trainees to imagine they are planning a year 3 lesson on measurement entitled ‘Telling the time’. A small group of pupils in this class are at very early stages in their knowledge of numbers and the number system. Invite suggestions on how trainees might use their ability to break a task into small steps to support their learning.

Underline the need to pitch teaching at different levels. For example, the pupils with learning difficulties might benefit from working on the language concepts ‘near’ and ‘nearest’, or on recognising numbers 1–5. Meanwhile other pupils use clock faces to read the time in minutes past the hour. Explain to trainees that this is an example of ‘tracking back’ to identify learning objectives that are linked to the topic the class is working on, but at an earlier point in a developmental sequence.

Emphasise that not all learning is linear, and that skills such as telling the time suit this approach better than some of the deeper understanding and knowledge that we want pupils to acquire. Being able to break a task down is an essential element of a teacher’s toolkit. It often helps you to understand that a pupil is stuck on a particular piece of learning because they have not grasped a key piece of knowledge from an earlier stage.

Explain that a small-steps approach can help to build pupils’ confidence by providing learning opportunities that are within their reach but that still represent a new step for them. In addition, teachers can use a small-steps approach as an assessment tool. At this point, you could make links here to work that trainees may have done on learning theory, particularly Vygotsky’s work on the zone of proximal development.

11



Activity 4

Teaching approaches and access strategies

Learning outcomeTrainees will explore some of the teaching styles and approaches that are appropriate for pupils with learning difficulties.


Required resources Handout 2 Learning needs grid (part-completed in activity 2)

Handout 4 Case study: year 5 science, geography and English

Film clip ‘What time is it, Mr Wolf?’ (C&L2), ‘Teaching the literacy hour and daily mathematics lesson in special settings’, DfES 0198-2003 TDA training toolkit disc two. Follow the prompts

Highlighter pens in three different colours


Circulate Handout 4 and ask trainees to work in pairs as they read the case study.

When they have read the case study, ask trainees to use highlighter pens in three different colours to mark examples of:

differentiated learning objectives

teaching approaches that might benefit pupils with learning difficulties, and

access strategies to overcome specific barriers to learning.

60 mins

11Slide

11

Learning outcome

You will explore some of the teaching styles and

approaches used for pupils with learning difficulties.

Activity 4



12

Point out that trainees could categorise ideas as examples of teaching approaches or of access strategies. Advise them not to spend too long debating this point as there is often no hard-and-fast distinction between the two categories.

Take feedback from the activity, then ask trainees to add their highlighted examples to the part-completed grid on Handout 2.

Tell trainees that you are going to show the film clip ‘What time is it, Mr Wolf?’ (C&L2).

Explain that the film was made in a special school for pupils with moderate learning difficulties (MLD). The school has a unit for pupils aged 3–7 years old who require further assessment to clarify their long-term needs. The pupils have a wide range of SEN, including special needs in cognition and learning, and more able pupils with SEN in communication and interaction. Many pupils are reintegrated into mainstream schools after a period of assessment.

Point out that in the film trainees will see Gill working with 11 pupils. At the time of filming her class was made up only of boys. This is unusual but reflects the variability in patterns of referral to the school.

Show the film clip ‘What time is it, Mr Wolf?’ (C&L2).

The sequence features a mathematics lesson, and shows the use of visual and kinaesthetic teaching styles to engage pupils during whole-class teaching. It also shows the use of repetition so that pupils’ learning is reinforced. The lesson is made relevant by Gill, who makes links to the pupils’ own everyday experiences to make the abstract concepts become more real.

While they watch the film clip tell trainees to note where a small-steps approach is used for learning to tell the time, based on learning objectives carefully planned for each group. Ask them to make the link between what they see in the film and their work in activity 3.

Highlight the type of access strategies used, including:

explicit teaching of the vocabulary pupils will need

use of different mathematical resources for pupils to handle and work with.

After the film clip ask trainees to discuss its content in pairs. Allow a brief discussion before bringing the whole group together to exchange their observations. Encourage trainees to add any more ideas to their learning needs grid on Handout 2.

13



30 mins

Activity 5

Processing information and recording learning

Learning outcomeTrainees will consider a range of ways in which pupils can be helped to process information and record their ideas.


Required resources Handout 5 Alternatives to written recording

Handout 6 Visual supports for learning

Copies of commercially available writing frames


Ask trainees for feedback on the learning process they have experienced in the session. How have they been helped to develop their own record of effective approaches for pupils with special educational needs, in relation to cognition and learning?

Remind trainees of how in previous activities they:

recorded their ideas using a pre-prepared structure (a grid) with sample entries provided

used highlighting examples as a technique to help them extract and classify key information to add to the grid.

12Slide

12

Activity 5

Learning outcome

You will consider a range of ways in which pupils can be

helped to process information and record their ideas.



14

Tell trainees to work in pairs to reflect on whether this kind of support would be helpful to pupils with learning difficulties. Ask them if in their school placements they saw other examples of support to help pupils process or record information.

Allow time for a short discussion when trainees can share their examples.

Their feedback might include pupils using:

writing frames

matching tasks, such as matching labels to pictures/diagrams/maps

ordering tasks, eg. ordering cut-out words to make a sentence, or ordering sentences to make a sequence of instructions

the Cloze procedure, where pupils fill in missing words within a text

software that supports writing, with on-screen word grids from which pupils can choose the words they need

alternatives to written record-keeping, eg. electronic presentations, making posters, oral presentations, dramatic reconstructions, making videos or taking and annotating digital images.

Emphasise that pupils with learning difficulties often find it hard to process large amounts of information and may need help in picking out what is important. Explain that trainees can help pupils to focus by using highlighter pens or cards that tell them what to look for, for example, on a visit, in a text or in a film.

Make the point also that pupils with learning difficulties very often struggle with keeping written records. Faced with a blank page, they may not know where to start, and often get no further than writing their name and the date.

The next activity is structured as a carousel. On different tables, put out copies of Handouts 5 and 6 and samples of commercially available writing frames. It may also be useful to have examples of software for trainees to try such as ‘Clicker 5’, a book of Makaton signs and symbols, or examples of mind maps. Note that session 10 on autistic spectrum disorder (activity 5) has more information on visual supports for learning.

Tell trainees to form groups of four to five. Invite them to rotate from table to table, browsing through ideas and examples of how to help pupils process and record information. As they move around they should consider how they could incorporate some of the ideas into their lessons and which types of support might be best for particular subjects.

15



Activity 6

Review and reflection


review their learning about effective approaches for pupils with learning difficulties, and

apply their learning to lesson planning.


Required resources Handout 7 Effective approaches for pupils with learning difficulties

Handout 8 Points for action

Handout 9 Follow-up activities

Trainees’ own lesson plans for annotation

TaskShow slide 13 to outline the learning outcomes for activity 6.

Using slides 14, 15 and 16 and Handout 7, sum up what trainees have learned about effective approaches for pupils with learning difficulties.

30 mins

13Slide

13

Learning outcomes

You will:

review your learning about effective approaches

for pupils with learning difficulties, and

apply your learning to lesson planning.

Activity 6



16

14Slide

14

Getting the learning objectives right

15Slide

15

Teaching styles and approaches

17



Tell trainees to work in pairs applying these key points to their prepared lessons plans. Explain that one of the pair should list the objectives for their lesson and describe the activities involved and then ask their partner to help identify possible barriers to learning for a pupil with MLD. Together they should annotate the lesson plan with ideas on how to overcome the barriers.

Ask each pair to choose one element of their annotated plans that they are particularly pleased with.

Conclude the activity by inviting each pair to share that idea with the rest of the group.

Give Handout 8 to the trainees to use to review their learning.

Ask trainees to read through Handout 9 and then talk through with them what follow-up action they could undertake.

16Slide

16

Access strategies



19



Handout 1

TerminologyThese descriptions are based on government guidance from ‘Data collection by type of special educational need’, DfES 1889–2005.

Pupils with moderate learning difficulties (MLD) will have attainments well below expected levels in all or most areas of the curriculum, despite appropriate interventions. Pupils with MLD have much greater difficulty than their peers in acquiring basic literacy and numeracy skills and in understanding concepts. They may also have associated speech and language delay, low self-esteem, low levels of concentration and under-developed social skills. MLD is sometimes known as global, general or generalised learning difficulties.

Pupils with profound and multiple learning difficulties (PMLD) have severe and complex learning needs. In addition, they have other significant difficulties, such as physical disabilities or sensory impairment. Their attainments are likely to remain in the early P-scale range (P1–4) throughout their school careers.

Pupils with dyscalculia have difficulty in acquiring mathematical skills. Pupils may have difficulty in understanding simple number concepts, lack an intuitive grasp of numbers and have problems learning number facts and procedures.

Specific learning difficulties (SpLD) is an umbrella term that indicates that pupils display differences across their learning. Pupils with SpLD may have a particular difficulty in learning to read, write, spell or manipulate numbers so that their performance in these areas is below their performance in other areas. Pupils may also have problems with short-term memory, with organisational skills and with co-ordination. Pupils with SpLD cover the whole ability range and the severity of their impairment varies widely.

Pupils with dyslexia may learn readily in some areas of the curriculum but have a marked and persistent difficulty in acquiring accuracy or fluency in learning to read, write and spell. They may have other organisational and memory difficulties.

Pupils with severe learning difficulties (SLD) have significant intellectual or cognitive impairments. They may also have associated difficulties in mobility and co-ordination, communication and perception and the acquisition of self-help skills. Their attainments may be within the upper P-scale range (P4–8) for much of their school careers (that is, below level 1 of the National Curriculum).

19

Note: Any of these different types of learning difficulty, both general and specific, can constitute a disability if it has a substantial, long-term and adverse effect on the pupil’s ability to carry out normal day-to-day activities.

Pupils with dyspraxia are affected by an impairment or immaturity of the organisation of movement, often appearing clumsy. Gross and fine motor skills are hard to learn and difficult to retain and generalise. Pupils may have poor balance and coordination and may be hesitant in many actions (running, skipping, hopping, holding a pencil, doing jigsaws, etc.). Their articulation may also be immature and their language late to develop. They may also have poor awareness of body position. Dyspraxia is often known as developmental co-ordination disorder (DCD).

Pupils with Down’s syndrome have a specific chromosomal irregularity that is often associated with learning difficulties. These pupils’ needs often span several different areas. They may have speech and language difficulties, sensory impairment, physical and medical needs as well as needs in cognition and learning.



Handout 2

Learning needs grid

Approaches for pupils with cognition and learning needs


Example: Encouragement

Access strategies

Example: Clear instructions, repeated as often as necessary

Learning objectives

Example: Breaking learning down into small achievable steps

13

Learning outcomes

You will:

review your learning about effective approaches

for pupils with learning difficulties, and

apply your learning to lesson planning.

Activity 6

14

Getting the learning objectives right

15




21

Handout 3

Learning objectives: small stepsThese are some of the possible steps that a pupil might take towards learning to tell the time:

Associates regularly occurring events with particular times: eg. “At 1 o’clock we eat lunch” etc.

Understands vocabulary: ‘long’ and ‘short’

Understands vocabulary: ‘near’ and ‘nearest’

Recognises and names numbers 1–12

Tells time by the hour

Understands concept of ‘half’

Tells time by the half-hour

Understands concept of ‘quarter’

Understands language of ‘past’ and ‘to’ the hour

Tells time by quarter past and to

Counts aloud in fives

Writes number sequence in fives

Tells time to nearest five minutes past the hour by counting forward in fives

Tells time to nearest five minutes to the hour by counting back in fives

Automatically associates clock positions with times past and to the hour without needing to count round or back in fives.



Handout 4

Case study: year 5 science, geography and EnglishAlan teaches a year 5 class with a wide range of ability, including three pupils working at level 2 and one pupil working at level 1.Alan planned to cover work on water supply in geography, linked to science work on changes of state (evaporation and condensation). In his literacy work, he planned for pupils to follow the theme through with a study of traditional folk tales, legends and myths about water. The repetitive, rhyming structure of tales like ”Bringing the rain to Kapiti Plain” would enable all pupils, even those with limited reading skills, to join in shared text work and to do year 5 work on performing narrative poems in different ways. Pupils making faster progress were asked to translate the theme of one of the folk tales they had read into a present-day context. Alan worked with the lower attaining pupils to review the styles of traditional story language and the words used in the openings and endings.

For this literacy work, Alan asked a teaching assistant to read the shared texts in advance with a lower attaining group, so that they were prepared when it came to shared class reading. The group also made a glossary of new or difficult words. In preparing to perform ”Bringing the rain to Kapiti Plain”, Alan had pupils working in mixed ability groups and made sure that the roles of pupils with literacy difficulties included making picture props and taking the ‘easier’ parts; for example, lines that were repeated cumulatively throughout the text and were, therefore, familiar.

As part of the geography work, Alan wanted to extend pupils’ speaking and listening skills. He organised a short debate on whether it is right to flood rural communities in order to build dams that would bring water to newly industrialised areas. He knew that several pupils would find this difficult and planned to give each of them a set of cards that contained written statements, about the issue; they could sort these into two piles – those they agreed with, and those they disagreed with. They could then discuss with a friend their reasons for agreeing or disagreeing with a statement and use this as a basis for their contribution when it came to discussion in larger groups.

Throughout the geography work on water across the world, Alan made sure that the available books included several with large print and clear illustrations. A display of the processes involved in water purification involved a lot of reading, so Alan asked a group to make a tape of the text and captions so that other pupils could listen to it while looking at the display. Alan knew some pupils had difficulty in picking out the key features of inputs. He gave them a card identifying things to look out for before they watched a film on the water cycle.

In science, Alan felt it was important to provide a step-by-step description of how to carry out experiments on evaporation, condensation and filtration for some pupils, and to make sure that they could all understand the science work cards he planned to use. Alan simplified the language in key sentences. For example: ”In this experiment you will be comparing the rate of evaporation in large and small containers” was amended to ”You are going to find out if water evaporates faster in small containers, or in big ones”. He also added pictures and diagrams. During the practical sessions, pupils with learning difficulties worked with a more able partner, using the modified instructions for reference. Afterwards, pupils could choose to record their work either on blank paper or on a pre-prepared sheet with a framework of headings such as ‘What we used’, ‘What we did’ and ‘What we found out’.

TaskUse different colour highlighter pens to mark:

examples of differentiated learning objectives

examples of teaching approaches that might benefit pupils with learning difficulties, and

examples of access strategies to overcome specific barriers to learning.

23



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1 2

3 4

5 6

7 8

9 10

11 12

13

14

15

16

17

18

19

20

21

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25

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29

3031

32

33

34

35

36

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41

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49

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53

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7071

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100

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99

Handout 5

Alternatives to written recording

The National Literacy and Numeracy Strategies



Handout 6

Visual supports for learning

What are key visuals and graphic organisers?

Key visuals and graphic organisers are visual representations and organisational tools with applications in two areas.

1. They can be used to help teachers to focus on, understand and develop pupils’ ‘meanings’, the connections they make and the ways in which they organise ideas and information.

This helps with:finding out what pupils already know and linking it to new learning

assessing pupils’ understanding

developing the relationship between ideas that pupils have, and

generating talk and supporting the development of language.

2. They can also be used to help pupils focus on and understand organisational patterns and the cohesion of ideas within texts.

This helps pupils to:develop awareness of the structure of a text

summarise main ideas from a written text in a visual form, and

organise relevant information and ideas from a discussion in order to support the construction of a formal talk or a written text.

Each organisational pattern can be represented by a key visual, which can be used as a framework for taking notes or contextual support to help with text comprehension or text construction. This can take place before, during or after reading; before and during writing; or during and after discussion.

Misconceptions can be identified and the visuals revisited at the end of a unit of work to see how ideas have changed or developed. Pupils will develop and use the language associated with listing, classifying, sequencing and prioritising.

Mind Maps®, semantic webs or concept maps can be constructed by practitioners in ‘guided’ sessions with groups of pupils or by pupils working independently. Mind maps can help teachers to assess pupils’ existing knowledge, the ways in which information and ideas are grouped and the connections pupils are making.

Diagrams Thoughts and ideas generated can be grouped into diagrams to help pupils clarify their thinking. Each step in a procedure, a sequence of events or the attributes of a character or an object can all be represented in a visual form.

Lists Fiction and non-fiction texts will generate a range of lists. For these to be useful, they need to be organised into categories.

Other visual supports Information grids or retrieval tables, timelines, flow diagrams and cycles can all be constructed from different kinds of list.

25



Writing framesWriting frames help pupils to gather their thoughts, organise them and provide a framework for their recording. This enables pupils to concentrate on what they want to say rather than getting lost in deciding on a structure. ICT can be used to create writing frames for composing directly on the screen. Teachers can add numbers or graphics to make the frames easier to understand. Simple frames are used to scaffold pupils’ learning and ideally, frames should be drawn up with the pupil’s input.

Two examples of simple writing frames are:

Suggestions for teaching and learning strategies with key visuals and graphic organisers

Use graphic devices within text: for example, highlighting, underlining, arrows to connect ideas, bullets and numbers, and space

Focus on the language that signals a specific organisational pattern, with opportunities to practise at sentence level where appropriate: for example, using ‘so’ and ‘because’ sentences to distinguish between cause and effect (see example 5 overleaf)

Practise sorting, sequencing and ordering anything from objects to information according to different criteria. Encourage pupils to explain their thinking

Demonstrate/guided practice of constructing key visuals from text

Demonstrate/guided practice of constructing text from key visuals

Provide opportunities for pupils to construct visuals that reflect their thinking and understandings. This strategy is particularly powerful where pupils have to explain their thinking to others and compare their format with visuals produced from the same text by other pupils.

Useful websites

Clicker 5 is a talking word processor that combines graphics, text and speech to support pupils’ learning (www.cricksoft.com/uk/products/clicker)

Makaton is a system of signs and symbols to support spoken language (www.makaton.org)

Mind maps® (www.mind-mapping.co.uk/mind-maps-examples)

Graphic organiser is a useful source of references, articles, templates and links (www.graphic.org)

Writing frames can be downloaded from www.warwick.ac.uk/staff/D.J.Wray/Ideas/frames.html

Writing with symbols (www.widgit.com)

Sequence writing frame

First…

Then…

Next…

After that…

Finally…

Argument writing frame

I think…

because…

The reasons for my thinking are…

So…

These arguments show that…



Examples of graphic organisers

1. Retrieval charts, tables or information grids These can be used for logging information, setting out chronological events, explaining life

cycles or organising daily routines.

2. Flow diagram

3. Timeline

4. Cycle

Mini beast Habitat Food Predators

27


Areas of need set out in the SEN code of practice 27

5. Cause and effectThis pattern is often found in narrative, signalled by phrases such as “because of this, the queen became more and more despondent”. In reports, the language that signals cause and effect often includes use of the passive voice (eg. Erosion is caused by rainfall) and abstract nouns created from verbs (eg. A decline in the manufacturing industry led to high unemployment).

6. Problem and solution This is another organisational pattern often found in narrative. Scaffolding can be the same as for cause and effect.

Compare and contrast

In order to compare, pupils will need to develop and use language such as:

both X and Y do/have/are but X is…

while…, however…

same, different, similar, etc.

Effect 1

Effect 2

Cause

Life in a village in Pakistan Life in a city in Pakistan

Ways in which they are the same Ways in which they are different

Lanterns used to light the way at night Street lights

Narrow streets Wide roads

Clay ovens in the courtyard Modern gas cookers

Water comes from a pump Water comes from a tap



7. Venn diagrams could be an appropriate visual for categorising:

8. Key visuals such as Pyramids (hierarchy of ideas):

9. Tree diagrams

Lizards

can run for Presidenthave fur all

over

reptileshave scales

HumansDogs

have two legs

mammals

have fourlegs

animalsmay eat

bugs found inschool

29



10. Structured overviews



Handout 7

Effective approaches for pupils with learning difficulties

Learning objectivesTracking back, where necessary, to earlier learning objectives

Breaking tasks down into small steps.

Learning objectives/small steps Pupils with generalised learning difficulties need learning objectives that are closely matched to the stage they have reached and build on what they already know, understand and can do. Set objectives that offer just enough challenge to move them on, but not so much as to render tasks unachievable. When pupils are struggling with new learning, break the task down into small steps. This will help identify any gaps in essential prior learning, and pinpoint the next step towards mastery.

Teaching approachesGive encouragement

Use visual and kinaesthetic teaching styles

Provide lots of examples to help the pupil learn concepts

Link learning to the pupil’s everyday experience – using real-life examples

Use scaffolding – putting in support (eg. doing part of the task for the pupil, or doing it with them) that is slowly withdrawn

Use repetition, reinforcement and provide opportunities to practise.

Concrete objects/use of movement When working with the whole class, use active and interactive teaching that gives pupils opportunities to handle objects, see pictures and use movement. This will engage pupils with SEN more effectively than a teacher’s uninterrupted monologue. Remember to provide multiple examples of new concepts, and take these examples from pupils’ own real-life experience rather than talking in the abstract.

Scaffolding Pupils will often benefit from ‘scaffolding’ – having a peer or adult work alongside them at first, who gradually withdraws as confidence grows; or finishing a task that has already been part-done for them. Once pupils have learned something new, give them plenty of opportunities to practise. A common classroom problem is when the teacher moves on too quickly, before the pupil with SEN has had a chance to consolidate what they know.

Access strategiesProvide peer support

Give clear instructions

Allow for pre-tutoring

Use concrete resources

Teach specific vocabulary the pupil will need

Provide alternatives to written recording

Use pre-prepared frameworks to support recording.

31



Peer support/peer mentoring We know from our own experience how much we need encouragement and support when learning is difficult. Often it feels more comfortable if support is provided by a peer. Find ways in which pupils can help each other so as to relieve the busy teacher.

Language Adults’ language can often be a barrier to learning. Pupils with generalised learning difficulties need short, clear instructions, repeated if necessary. They benefit from ‘pre-tutoring’ – preparation for a task so that they come to it already knowing the key vocabulary and concepts. Use a teaching assistant to pre-tutor rather than support a group of pupils with the work the class has been set. This promotes independence rather than dependence, and may enable the pupils to take a fuller part in whole-class teaching.

Key vocabulary Put up lists of key vocabulary for a particular topic or lesson and teach the meaning of each word to give pupils a head start with their subject learning. Vocabulary can be accompanied by pictures/photos/graphics for greater understanding.

Alternatives to written recording Remember how difficult some pupils find it to extract the salient points from information they are given, and to record their ideas using conventional written recording. Inclusive teachers use alternatives to writing, and make regular use of writing frames and key visuals to support pupils’ learning.



Handout 8

Points for action What do I want to do next to develop my practice?

How will I do this?

What is my timescale for this to happen?

How will I know I have been successful?

Do I need to involve anyone else to make this happen?



33

Handout 9

Follow-up activitiesThe following activities are suggested ways in which you can build on your learning after the session.

Identify the interim steps that lead to a specific learning objective for your pupils

Use and evaluate some of the teaching approaches or access strategies described in the session

Learn more about pupils with Down’s syndrome at: www.downs-syndrome.org.uk and download the Education support pack – mainstream: primary and secondary

Find out more about dyspraxia at www.dyspraxiafoundation.org.uk



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addressed: q10, q19, q25, session 7 q26b, q29. an … · slide presentation session 7 handout 1...

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