powerpoint presentation - lexicon reading center …...“when implemented well, formative...

2282018

1

Persons with determination

bull This is how the UAE has chosen to view the attributes of persons with disabilities a reflection of their strength of character their perseverance and their courage

The purpose of lsquoDubai Inclusive Education Policy Frameworkrsquo

bull Every day in every classroom all students including those identified as experiencing special educational needs and disabilities will learn and achieve in a safe supportive engaging and appropriately challenging common learning environment

bull Within such a setting their personal social emotional and academic needs are fully met

How well do wehellip

bull view and value student diversity as integral to the human condition bull

bull recognise the learning potential of all students

bull engage with theories of learning that support child centred and differentiated approaches to teaching and learning

bull acknowledge that all students have the right to education in a common learning environment

bull prevent marginalisation and discrimination in education based on the experience of SEND in order to reduce barriers to participation in learning bull

Score10 And our evidence ishellip

Strand 1

2282018

2

UK model Cognition and Learningbull Wave 1

bull Inclusive Quality First Teaching

bull Differentiated curriculum planning multi-sensory activities delivery and outcome

bull In-class LSA supportbull In-class targeted teacher

supportbull Increased visual aids

modelling etcbull Visual timetablesbull IllustratedACE dictionariesbull Use of writing framesbull Access to ICT to support

learning and presentationbull Access to whole school

homework clubsbull Modified curriculum

pathways

bull Currently in place as part of UDL

Cognition and Learningbull Wave 1

bull Basic skills coursebull Revision classesbull Homework supportbull LiteracyVocabulary Mats

across the curriculumbull Student Plannersbull SEN Teacher Toolkits ndash

Dyslexia and MLDbull External Enrichment activitiesbull Whole School Staff INSETbull SpiritualMoral Social

Cultural Focus in lessonsbull Parent Eveningsbull Extra-curricular clubsbull Lunch time clubsbull Transition Processbull Individual Development

Programme for Staff

Currently in place as part of UDL

Wave 2 = All of Wave 1 plushelliphellip

bull Wave 2bull Multi-sensory tasks

consistently modified to take account of literacy or recording difficulties by Class Teacher Small Group Work HLTA and ELSA trained TAs

bull Focussed strategies for groupsclasses

bull Catch up programmes ndashLiteracy and numeracy eg Springboard 7

bull Booster lessons

bull Exam booster classesbull In class group support from

TAbull Reduced increasingly

individualised timetable bull Guided reading within

lessonsbull Learning mentorbull ICT support for keyboard

skills

Strand 4

2282018

3

What would you prefer NOTnot to be asked about by an Inspector ldquoHow well do youhelliphelliphellip

And your evidence ishelliphelliphelliphellip

SMART Targets

bull httpswwwgooglecoukurlsa=tamprct=jampq=ampesrc=sampsource=webampcd=3ampcad=rjaampuact=8ampved=0ahUKEwjA76LlvsbZAhVBr6QKHWcwCjsQFghGMAIampurl=http3A2F2Fwwwieptargetscouk2Fampusg=AOvVaw3MvQf3qWuoExmWsCPAE7Ur

See LSA document

Strand 4

2282018

Need

individual

instructions

Misinterpreting

instructionsSlow to

start

Getting

finished

Working

in

groups

Issues

flagged

by

teachers

Wont

seek

help

Losing

focus

Fiddling

2282018

4

2282018 Copyright Neil MacKay 2016 19 Copyright Neil MacKay 2015

21 22

ldquoMarked differences in terms of competencies in certain areas especially with regard to oral versus text based skillsrdquo HMIE 2008

Copyright Neil MacKay 2015

2282018

5

Identification Diagnosis (Present before age 7 amp for at least 6 months)

At least 8 of these

bull Fidgets etc ndashldquoconstant motionrdquo

bull Difficulty remaining seated

bull Easily distracted

bull Canrsquot take turns

bull Blurts out answers

bull Following instructions

bull Sustaining attention

bull Shifts ndash task to task

bull Problems playing quietly

bull Excessive talking

bull Interruptsintrudes

bull Doesnrsquot seem to listen

bull Losses key equipment

bull ldquoDangerousrdquo activities

2282018

Aspergerrsquos Syndrome

An individualrsquos

bull Difficulty in communicatingrelating

bull Inability to play imaginativelythink abstractly

bull Insistence on keeping to set routinesfollowing elaborate rituals

bull Often low self-esteem ndash provocative victim

2282018

The Aspergerrsquos Aware Classroom(6 steps ldquoin a nutshellrdquo)1 ldquoAspergerrsquos time ndash twice as much time half as

much done

2 State the obvious ndash no assumptions ldquolive out loudrdquo

3 Keep language simple specific concrete unambiguous

4 Ask open questions wherever possible

5 Consider ldquoget out of jailrdquo card

6 Have a look at wwwresearchautismorgg

2282018

6

Thinking

Patterns

Confluent

Patterner

Technical

Reasoning

Patterner

Sequential

Patterner

Precise

Patterner

Dyslexic

type

Stand alone

independent

reasoning at

expense of

precision

(Yes but

Intuition at

expense of

specifics

(I thought it

would be better

if)

Aspergers

type

Detail and precision

at the expense of

going outside the

box

(But you didnt ask

about that)

Order and

consistency

at expense

of intuitive

leaps (You

only said)

AD(H)D

Type

2282018

For potentially 19 ndash 24 months progress in 12

Liz Truss saysbull We know the best-performing places - like Singapore or Shanghai - have high expectations for every pupil

bull Classes are lsquotaught to the toprsquo - and then struggling students are given extra support to keep up

bull Of course individual needs are attended tobull But there is no false differentiation they donrsquot set out right from the beginning with the assumption that some children just wonrsquot make the grade

httpswwwgovukgovernmentspeecheselizabeth-truss-speaks-about-improving-teaching

Consider students who think faster than they read write spell andor get ideas down on paper

In your school are they

1 Grouped on their basic skills and supported to catch up while effectively being treated as slow learners

2 Grouped on their thinking skills and supported with the access and recording issues

3 This begs a questions ndash

ldquoIs too much specialist provision beingused to top up relatively poor teachingrdquoJanet Thompson HMI 2010

36

Susan Gathercole + Tracey Alloway

2282018 Copyright Neil MacKay 2016

2282018

7

2282018 Copyright Neil MacKay 2016 37

Working Memory

Tracey Alloway 20102282018 Copyright Neil MacKay 2016 38

Kinaesthetic


Working Memory - Simply Psychologywwwsimplypsychologyorg rsaquo

Kinaesthetic



Memory lite spelling strategies


2282018

8

Thanks to Craig Jackson for the original concept of ldquoclose enough spellingrdquo

28022018


43

Pho to syn the sis

Copyright Neil MacKay 2016 4428022018

Tough words

for syllabification

bull explorationbull satellitebull successfullybull astronomerbull geologistbull oceanographer


SMART Spelling Targetsbull [Childrsquos name] will correctly apply the magic ldquoerdquo spelling rule 19 out

of 20 times in unedited spontaneously written classroom papers [Child] will demonstrate ability in all settings

bull [Your Child] will correctly apply rules for words ending with the letter ldquoyrdquo 19 out of 20 times in unedited spontaneously written classroom papers [Childrsquos name] will demonstrate ability in all settings (change y to i and add es ed)

bull [Your Childrsquos name] will correctly spell words using double vowel sounds 19 out of 20 times in unedited spontaneously written classroom papers and will demonstrate ability in all settings (oa ie ea etc inclusive of all double vowel combinations)

bull [Childrsquos name] will correctly use -ed as a suffix in spelling past tense words ending with the ldquotrdquo sound 19 out of 20 times in unedited spontaneously written classroom papers [Your Childrsquos name] will demonstrate ability in all settings

bull [Child] will correctly utilize suffixes by applying appropriate spelling rules 19 out of 20 times in unedited spontaneously written classroom papers [Childrsquos name] will demonstrate ability in all settings

P h o to s y n th e s is

1 1 6 2 0 1 6 C o p y r ig h t N e il M a c K a y 2 0 1 6 4 1


ldquoWhen implemented well formative assessment can double the speed of studentsrsquo learningrdquo Dylan Wiliam Educational Leadership December 2-007January 2008

Based on

bull 5 reviews of research

bull 4000 studies

bull 40 years of research

Supported by the evidence base



2282018

9

Copyright Neil MacKay 2015 Copyright Neil MacKay 2015


Traffic Lights

Use traffic lights as a visual means of

showing understanding

eg

bull Students have red amber and green cards which they show on their desks or in the air (red = donrsquot understand green = totally get it etc)

bull Students self-assess using traffic lights The teacher could then record these visually in their mark book

bull Peer assess presentations etc with traffic lights

Back to AFL Tools


2 stars and a wish

For peer assessment ask students to

give two stars and a wish

Two stars = 2 things that are good

about the piece of work

A wish = something they can improve

to make it even better

Back to AFL Tools


Articulate then Answer

Give students the opportunity to

articulate their thinking before

answering ndash

bull 30 seconds silent thinking before any answers

bull Brainstorm in pairs first for 2-3 minutes

bull Write some thoughts down before answering

bull Discuss with your neighbour first

Back to AFL Tools


2282018

10

Tell your neighbour

Students lsquotell their neighbourrsquo as a

means of articulating their thoughts

- Ask a question give thinking time

and then ask students to tell their

neighbour their thoughts

- Tell students what the new topic is and then ask them to tell their neighbour everything they know about it

Back to AFL Tools


Muddiest Point

Students write down one or two

points on which they are least clear

This could be from the previous

lesson the rest of the unit the

preceding activity etc The teacher

and class can then seek to remedy

the muddiness

But before I get involvedhelliphelliphellip

Back to AFL Tools


One-Sentence Summary

Students write a sentence

summarising their knowledge of a

topic

The sentence could have to include

who what when why how where

etc

The sentences could then be peer-

assessed re-drafted and so on

Back to AFL Tools


3ndash 3 ndash 1

Summarise todayrsquos topic (the importance of spaced review) in 3 quick short captions (sound bites)

Thenhellip

Reduce to 3 words

Nexthelliphellip

Take it down to 1 word

(with as many variations as there are numbers)

Back to Plenaries



For potentially 20+months progress in 12


2282018

11



I can name an act of pollution whichis driven by ldquoprogressrdquo

I can describe one way that progress canbe linked to pollution

I can explain one way that industry could be viewed as a link to pollution

I can explain an act of pollution and analyse why some people believe progress isis not to blame

I can compare and contrast at least two examples of pollution and evaluate whether progress is to blame

I can suggest ways that might prevent certain acts of ldquoprogress drivenrdquo pollution occurring in the future

Stick your post it note where you are NOW

The three major messages for us


bull the more transparent we make the learning goals the more likely the student is to engage in the work needed to meet the goal

Transparent goals

bull the more the student is aware of success criteria the more she can see the specific actions that are needed to attain these criteria

Success criteria

bull the more feedback there is about progress (specifically from prior to desired outcomes) the more positive attributes to learning are developed

Rapid formative feedback28022018 64



Dweck took 2 groups of 10 year olds

bull Both given the same ldquoslightly too hard problemsrdquo

bull One group praised for being smart

bull One group praised for effort motivation and process and ldquonot yetrdquo

bull On the next task

bull ldquoSmartsrdquo group said they would probably cheat ndashalso looked for students who did less well to compare They ran from difficulty

bull ldquoEffortNot yetrdquo group ndash were excited about the next task and embraced difficulty as a learning curve to the future

2282018

12

The Message When USA teachersbull Built a bridge to ldquoyetrdquo

bull Praised wisely

bull Rewarded process not smartshelliphelliphellip

A group of S3Year 8 Native American students in Seattle from very very low income backgrounds did much better than the ldquoMicrosoft kidsrdquo from very prosperous backgrounds So we need tohelliphellip


28022018 Copyright Neil MacKay 2017 69 28022018 Copyright Neil MacKay 2017 70



Evidence that peer tutoring works effectively is extensive ndashldquotypically equating to about a GCSE graderdquo (Education Endowment Foundation)



2282018

13


The simple view of reading as a way to explain reading difficultiesNicholson Tom | Stewart-Brown Barbara 2013

bull Students with high decoding but poor reading comprehension in this study also had poor listening ability

bull They would not have understood the text material even if we had read it aloud to them

bull To improve their reading levels they need to improve listening comprehension


Listening Skills Exercise Summarize SummarizeSummarize

bull For at least one week at the end of every teaching point in which information is exchanged conclude with a ldquosummary statement taskrdquo

bull Use for conversations that result in agreements about future obligations tasks or activities

bull Go for ldquohigh stakes listeningrdquo

bull Try ldquotell your neighborhelliphelliprdquo

bull Try ldquomini whiteboard key pointsrdquo

Cheddar GorgeBabble Gabble


772282018 Copyright Neil MacKay 2016 28022018 Copyright Neil MacKay 2016 78

2282018

2

UK model Cognition and Learningbull Wave 1

bull Inclusive Quality First Teaching

bull Differentiated curriculum planning multi-sensory activities delivery and outcome

bull In-class LSA supportbull In-class targeted teacher

supportbull Increased visual aids

modelling etcbull Visual timetablesbull IllustratedACE dictionariesbull Use of writing framesbull Access to ICT to support

learning and presentationbull Access to whole school

homework clubsbull Modified curriculum

pathways

bull Currently in place as part of UDL

Cognition and Learningbull Wave 1

bull Basic skills coursebull Revision classesbull Homework supportbull LiteracyVocabulary Mats

across the curriculumbull Student Plannersbull SEN Teacher Toolkits ndash

Dyslexia and MLDbull External Enrichment activitiesbull Whole School Staff INSETbull SpiritualMoral Social

Cultural Focus in lessonsbull Parent Eveningsbull Extra-curricular clubsbull Lunch time clubsbull Transition Processbull Individual Development

Programme for Staff

Currently in place as part of UDL

Wave 2 = All of Wave 1 plushelliphellip

bull Wave 2bull Multi-sensory tasks

consistently modified to take account of literacy or recording difficulties by Class Teacher Small Group Work HLTA and ELSA trained TAs

bull Focussed strategies for groupsclasses

bull Catch up programmes ndashLiteracy and numeracy eg Springboard 7

bull Booster lessons

bull Exam booster classesbull In class group support from

TAbull Reduced increasingly

individualised timetable bull Guided reading within

lessonsbull Learning mentorbull ICT support for keyboard

skills

Strand 4

2282018

3



SMART Targets


See LSA document

Strand 4

2282018

Need

individual

instructions

Misinterpreting

instructionsSlow to

start

Getting

finished

Working

in

groups

Issues

flagged

by

teachers

Wont

seek

help

Losing

focus

Fiddling

2282018

4


21 22



2282018

5


At least 8 of these















2282018


An individualrsquos





2282018


much done






2282018

6

Thinking

Patterns

Confluent

Patterner

Technical

Reasoning

Patterner

Sequential

Patterner

Precise

Patterner

Dyslexic

type

Stand alone

independent

reasoning at

expense of

precision

(Yes but

Intuition at

expense of

specifics

(I thought it

would be better

if)

Aspergers

type


at the expense of

going outside the

box

(But you didnt ask

about that)

Order and

consistency

at expense

of intuitive

leaps (You

only said)

AD(H)D

Type

2282018












36



2282018

7


Working Memory


Kinaesthetic



Kinaesthetic





2282018

8


28022018


43

Pho to syn the sis


Tough words

for syllabification













Based on


bull 4000 studies





2282018

9



Traffic Lights



eg




Back to AFL Tools


2 stars and a wish







Back to AFL Tools





answering ndash





Back to AFL Tools


2282018

10

Tell your neighbour







Back to AFL Tools


Muddiest Point







the muddiness


Back to AFL Tools





topic



etc



Back to AFL Tools


3ndash 3 ndash 1


Thenhellip

Reduce to 3 words

Nexthelliphellip



Back to Plenaries





2282018

11













Transparent goals


Success criteria












2282018

12


bull Praised wisely










2282018

13
















2282018

3



SMART Targets


See LSA document

Strand 4

2282018

Need

individual

instructions

Misinterpreting

instructionsSlow to

start

Getting

finished

Working

in

groups

Issues

flagged

by

teachers

Wont

seek

help

Losing

focus

Fiddling

2282018

4


21 22



2282018

5


At least 8 of these















2282018


An individualrsquos





2282018


much done






2282018

6

Thinking

Patterns

Confluent

Patterner

Technical

Reasoning

Patterner

Sequential

Patterner

Precise

Patterner

Dyslexic

type

Stand alone

independent

reasoning at

expense of

precision

(Yes but

Intuition at

expense of

specifics

(I thought it

would be better

if)

Aspergers

type


at the expense of

going outside the

box

(But you didnt ask

about that)

Order and

consistency

at expense

of intuitive

leaps (You

only said)

AD(H)D

Type

2282018












36



2282018

7


Working Memory


Kinaesthetic



Kinaesthetic





2282018

8


28022018


43

Pho to syn the sis


Tough words

for syllabification













Based on


bull 4000 studies





2282018

9



Traffic Lights



eg




Back to AFL Tools


2 stars and a wish







Back to AFL Tools





answering ndash





Back to AFL Tools


2282018

10

Tell your neighbour







Back to AFL Tools


Muddiest Point







the muddiness


Back to AFL Tools





topic



etc



Back to AFL Tools


3ndash 3 ndash 1


Thenhellip

Reduce to 3 words

Nexthelliphellip



Back to Plenaries





2282018

11













Transparent goals


Success criteria












2282018

12


bull Praised wisely










2282018

13
















2282018

4


21 22



2282018

5


At least 8 of these















2282018


An individualrsquos





2282018


much done






2282018

6

Thinking

Patterns

Confluent

Patterner

Technical

Reasoning

Patterner

Sequential

Patterner

Precise

Patterner

Dyslexic

type

Stand alone

independent

reasoning at

expense of

precision

(Yes but

Intuition at

expense of

specifics

(I thought it

would be better

if)

Aspergers

type


at the expense of

going outside the

box

(But you didnt ask

about that)

Order and

consistency

at expense

of intuitive

leaps (You

only said)

AD(H)D

Type

2282018












36



2282018

7


Working Memory


Kinaesthetic



Kinaesthetic





2282018

8


28022018


43

Pho to syn the sis


Tough words

for syllabification













Based on


bull 4000 studies





2282018

9



Traffic Lights



eg




Back to AFL Tools


2 stars and a wish







Back to AFL Tools





answering ndash





Back to AFL Tools


2282018

10

Tell your neighbour







Back to AFL Tools


Muddiest Point







the muddiness


Back to AFL Tools





topic



etc



Back to AFL Tools


3ndash 3 ndash 1


Thenhellip

Reduce to 3 words

Nexthelliphellip



Back to Plenaries





2282018

11













Transparent goals


Success criteria












2282018

12


bull Praised wisely










2282018

13
















2282018

5


At least 8 of these















2282018


An individualrsquos





2282018


much done






2282018

6

Thinking

Patterns

Confluent

Patterner

Technical

Reasoning

Patterner

Sequential

Patterner

Precise

Patterner

Dyslexic

type

Stand alone

independent

reasoning at

expense of

precision

(Yes but

Intuition at

expense of

specifics

(I thought it

would be better

if)

Aspergers

type


at the expense of

going outside the

box

(But you didnt ask

about that)

Order and

consistency

at expense

of intuitive

leaps (You

only said)

AD(H)D

Type

2282018












36



2282018

7


Working Memory


Kinaesthetic



Kinaesthetic





2282018

8


28022018


43

Pho to syn the sis


Tough words

for syllabification













Based on


bull 4000 studies





2282018

9



Traffic Lights



eg




Back to AFL Tools


2 stars and a wish







Back to AFL Tools





answering ndash





Back to AFL Tools


2282018

10

Tell your neighbour







Back to AFL Tools


Muddiest Point







the muddiness


Back to AFL Tools





topic



etc



Back to AFL Tools


3ndash 3 ndash 1


Thenhellip

Reduce to 3 words

Nexthelliphellip



Back to Plenaries





2282018

11













Transparent goals


Success criteria












2282018

12


bull Praised wisely










2282018

13
















2282018

6

Thinking

Patterns

Confluent

Patterner

Technical

Reasoning

Patterner

Sequential

Patterner

Precise

Patterner

Dyslexic

type

Stand alone

independent

reasoning at

expense of

precision

(Yes but

Intuition at

expense of

specifics

(I thought it

would be better

if)

Aspergers

type


at the expense of

going outside the

box

(But you didnt ask

about that)

Order and

consistency

at expense

of intuitive

leaps (You

only said)

AD(H)D

Type

2282018












36



2282018

7


Working Memory


Kinaesthetic



Kinaesthetic





2282018

8


28022018


43

Pho to syn the sis


Tough words

for syllabification













Based on


bull 4000 studies





2282018

9



Traffic Lights



eg




Back to AFL Tools


2 stars and a wish







Back to AFL Tools





answering ndash





Back to AFL Tools


2282018

10

Tell your neighbour







Back to AFL Tools


Muddiest Point







the muddiness


Back to AFL Tools





topic



etc



Back to AFL Tools


3ndash 3 ndash 1


Thenhellip

Reduce to 3 words

Nexthelliphellip



Back to Plenaries





2282018

11













Transparent goals


Success criteria












2282018

12


bull Praised wisely










2282018

13
















2282018

7


Working Memory


Kinaesthetic



Kinaesthetic





2282018

8


28022018


43

Pho to syn the sis


Tough words

for syllabification













Based on


bull 4000 studies





2282018

9



Traffic Lights



eg




Back to AFL Tools


2 stars and a wish







Back to AFL Tools





answering ndash





Back to AFL Tools


2282018

10

Tell your neighbour







Back to AFL Tools


Muddiest Point







the muddiness


Back to AFL Tools





topic



etc



Back to AFL Tools


3ndash 3 ndash 1


Thenhellip

Reduce to 3 words

Nexthelliphellip



Back to Plenaries





2282018

11













Transparent goals


Success criteria












2282018

12


bull Praised wisely










2282018

13
















2282018

8


28022018


43

Pho to syn the sis


Tough words

for syllabification













Based on


bull 4000 studies





2282018

9



Traffic Lights



eg




Back to AFL Tools


2 stars and a wish







Back to AFL Tools





answering ndash





Back to AFL Tools


2282018

10

Tell your neighbour







Back to AFL Tools


Muddiest Point







the muddiness


Back to AFL Tools





topic



etc



Back to AFL Tools


3ndash 3 ndash 1


Thenhellip

Reduce to 3 words

Nexthelliphellip



Back to Plenaries





2282018

11













Transparent goals


Success criteria












2282018

12


bull Praised wisely










2282018

13
















2282018

9



Traffic Lights



eg




Back to AFL Tools


2 stars and a wish







Back to AFL Tools





answering ndash





Back to AFL Tools


2282018

10

Tell your neighbour







Back to AFL Tools


Muddiest Point







the muddiness


Back to AFL Tools





topic



etc



Back to AFL Tools


3ndash 3 ndash 1


Thenhellip

Reduce to 3 words

Nexthelliphellip



Back to Plenaries





2282018

11













Transparent goals


Success criteria












2282018

12


bull Praised wisely










2282018

13
















2282018

10

Tell your neighbour







Back to AFL Tools


Muddiest Point







the muddiness


Back to AFL Tools





topic



etc



Back to AFL Tools


3ndash 3 ndash 1


Thenhellip

Reduce to 3 words

Nexthelliphellip



Back to Plenaries





2282018

11













Transparent goals


Success criteria












2282018

12


bull Praised wisely










2282018

13
















2282018

11













Transparent goals


Success criteria












2282018

12


bull Praised wisely










2282018

13
















2282018

12


bull Praised wisely










2282018

13
















2282018

13
















powerpoint presentation - lexicon reading center …...“when implemented well, formative...

Documents