Exploring Learning(Post-Primary)

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Working together in the workshops will involve…

Confidentiality

ParticipationContributing to group learning

Asking questions/clarifying issuesTaking responsibility for your own learning

Please check that your phone is offfor the duration of the workshop

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Workshop OverviewCo

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Lear

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7 Pr

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OEC

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Lear

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2-Oa

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Adap

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Reso

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What is Learning? Time to Reflect…

What? So What? Now What?

What? (Descriptive)What did you learn in ITE about ‘learning’?

So What? (Interpretive)Did it make a difference to you? What impact does it have on your teaching?

Now What? (Applicative)What more needs to be done? How can you apply what you know about ‘learning’ in your classroom?

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The 7 Principles of Learning

Learners at the centre

The social nature of learning

Emotions are integral to learning

Recognising individual differences

Stretching all students

Assessment for learning Building horizontal

connections

Understanding the fundamentals of how we learn

allows us to address more effectively the conditions in

which successful learning can occur.

(OECD, 2012, pg. 3)

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“I believe that well-informed educators can take a small

step from brain research and create and apply a

reasonable strategy in the classroom that will help

many students take a giant leap in their learning.”

Martha Kaufeldt - Teacher’s Change Your Bait!

Group Discussion

What would the seven principles look like in my

classroom?

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Information about Learning

How do you as an NQT get information about your students learning and

strengths?

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Learning about our students - Theory

School Information

Other Teachers and Personnel

School Self-Evaluation

Student Questionnaires

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Learning about our students – practical application

Design a reflective tool, questionnaire, mind map, fishbone, concept map, flyer, activity, strategy, methodology, worksheet…….. to gather information about how students like to learn in your classes?Be creative and we will collate and share the work with you on the NIPT website.

www.teacherinduction.ie

Learning Profile

What helps me learn?

What makes learning a challenge?

What helps me behave in class?

What makes good behaviour a challenge?

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Possible areas/ideas to include: • Classroom environment• My feelings and

emotions• Me as an individual as a

learner• Activities• Rules and routines in

class• Behaviour helps and

hinders• ICT in class

• Homework• Inclusion in class• Encouragement and

support• Feedback on work and

assignments• Group and individual

work• Connections to other

subjects and wider society

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System Supports for Learners with Additional Needs

• School CommunitySEN Coordinator, Resource/Learning Support Teachers, Tutor, Year Head, HSCL, Guidance Counsellor, Parents

• NCSE, SENO, NEPS, Visiting Teacher Service

• DES, SEC, SESS, NIPT, NBSS, PDST, NCCA, HSE, CTYI

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Bloom and Learning - A Reflective Exercise

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Language of Special Education 1. What are percentile scores and where will we see them

in relation to learning information?

2. What is the difference between learning support and resource provision?

3. What are low and high incidence of SEN naming at least 3 of each?

4. What does Dual Exceptional describe?

5. What is the general allocation model - GAM?

6. What core documents direct teachers in supporting students with additional needs.

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Language of Special Education

1. Percentile scores

2. Learning Support v Resource

3. Low and high incidence

4. Exceptional students (including dual)

5. General allocation model (GAM)

6. Code of Professional Conduct for Teachers (Teaching Council 2012)

www.sess.ie

www.sess.ie

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Learners with Additional Needs Cognition and

Learning difficulties Behavioural and social difficulties

Communication and Interaction

Difficulties

Dyslexia, Dysgraphia, Dyscalculia

Emotional disturbance and/or behaviour problems

ODD, CD, OCD

Autistic Spectrum Disorder (ASD)

Autism, Asperger Syndrome

General Learning Disability

Borderline, Mild, Moderate, Severe,

Profound

Attention Deficit Disorder (ADD)

HyperactiveInattentiveCombined

Specific Speech and Language

Disorder

Assessed Syndromes

Sensory Impairment

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General Allocation Model (GAM)

“The general allocation of teaching resources ensures that schools have a means of providing additional teaching support to pupils with learning difficulties and special educational needs arising from high incidence disabilities without recourse to making applications on behalf of individual pupils.”

SP ED Circular 02/05

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Circular 70/2014

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The mainstream teacher has the responsibility for ensuring

that all students, including those with special educational

needs, are provided with a learning programme and environment that enables them to gain access to the curriculum and to advance

their learning.

(DES, 2007, pg. 71)

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Code of Professional Conduct for Teachers (Teaching Council, 2012)

Teachers should:1.2 acknowledge and respect the uniqueness, individuality and specific needs of pupils/students and promote their holistic development1.3 be committed to equality and inclusion and to respecting and accommodating diversity including those differences arising from…disability… 4.5 develop teaching, learning and assessment strategies that support differentiated learning in a way that respects the dignity of all pupils/students5.1 take personal responsibility for sustaining and improving the quality of their professional practice

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2-Oak

MajaOrla

ConnorKatieKadiDaisy

Each group will look at one student, firstly identifying each student’s:

• Strengths• Implications for teaching and

learning• Adaptations for practice

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Factors that support effective learning for all students

• Teacher knowledge, enthusiasm and responsibility for learning

• Setting clear expectations• Consistency• Encouraging active learning• Involvement of students• Emphasis on understanding not just getting the

right answer• Variety of teaching strategies• Awareness of the environment: design, seating,

light, space • Assessment for learning

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Documents and publications that reference core learning elements

• Inclusion of Students with Special Educational Needs: Post-Primary Guidelines (DES, 2007)

• Learning Support Guidelines (DES, 2000)

• Supporting Students with Special Educational Needs in Schools (NCSE, 2013)

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Documents and publications that reference core learning elements

• School Matters: The Report of the Task Force on Student Behaviour in Second Level Schools (DES, 2006)

• A Continuum of Support for Post-Primary Schools: Guidelines for Teachers (NEPS, 2010)

• Code of Professional Conduct for Teachers (Teaching Council, 2012)

• Towards a framework for the Junior Cycle, Innovation and identity (NCCA, 2011)

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Additional Support Professional Support GroupsNIPT School Support Service

www.teacherinduction.ie

Contact the NIPTinfo@teacherinduction.ie

Please ask your Facilitator or EC for the contact details of the NIPT RDO assigned to your EC

To ask for support is a sign of strength…