reaching out to all leaners in the classroom

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REACHING OUT TO

ALL LEANERS IN THE CLASSROOM

VIDA VILKIENE , Marijampole College, Lithuania

ERASMUS IP DESI 2, Palencia, Spain, June 3 -15, 2013

Outline

• Theoretical Part serving as Introduction into the Practical part

• Practical Part (watching videos) as pieces of inlusive and differentiated classroom in X school in Amsterdam, The Netherlands)

• Discussion, reflection

ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013 2

Theoretical Part serving as Introduction into the Practical part

ERASMUS IP DESI 2 Palencia, Spain, June 3 -15, 2013

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Reaching out to all learners in the classroom (1)...

Is it possible?

Can all learners in the

classroom

be reached?

What?Why?How?


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Reaching out to all learners in the classroom (2)...

is relevant to two key issues:

inclusive education

differentiated teaching

Learners in the classroom are reached when meeting the learners’ needs responsively.


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Inclusion is

• reaching out ... • welcoming... • valuing equally... • developing every learner’s ...• feeling that one belongs... • responds to...


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Differentiation

• attends to the learning needs of a particular student /small group of students and

• reaches student progress and individual success through a variety of individual learning styles and intelligences.


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Differentiation is

• means of addressing the learning needs of everyone in the classroom

• beneficial as no one in the classroom is left behind or aside

• going alongside with inclusion. (After: Tomlinson,

2000)


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Inclusion vs Differentiation


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All children are in reach

• when we find their rhythm-

• the step, the dance, the song within them

• that’s a better journey, but so much harder

• too extraordinary, but so much smarter• to drum to the beat of each different

marcher.


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Children in the classroom...

• Hyperactive, dyslexic, class clown, non-reader

• Upper class, no class, off task, bottom feeder

• Little a challenge, little a dream

• We’ve seen them all, they all need to be seen.

• He is in the slow group, a low achiever

• She is the small quiet one, not a class leader.

• Some kids have a chance, with a different choice

• To show when they know, they must have a voice.


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Artful Teaching The Teacher

The Students The Content


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One-size-fits all has failed, fails

Teachers need to play to students’ strengths and to decrease their learning weaknesses.

Teachers need to utilize a variety of instructional models in making teaching and students successful.

Teachers need to use responsive instructional variety.


A teacher is atop the learning triangle

“I am not particularly blissfull neither in school nor in my life. My car breaks down, I quarrel with my friends, I get sick, and I worry about my children. I have to watch my moods, needs and weaknesses in order to see how they are affecting my work. If I can monitor my emotions in my classroom, my joyful side dominates and encourages my students”. (A Teacher’s Reflections)


Lucky is the one who has had a teacher who

• has the perception, the imagination and the courage to go beyond the traditional teacher-centered model

• is able to look inside children • recognize and see their unique gifts• utilize the gifts the learners already have• differentiate instruction to address children’s

gifts• engage, motivate and challenge• encourage learners to find their own ways,

rhythms, strengths


WATCHING A VIDEO CLIPDISCUSSING IN A GROUP ON GIVEN TASKS PRESENTING THE SUMMARY OF COMMENTARIES

Practical Part as pieces of inlusive and differentiated classroom in X school in Amsterdam, The Netherlands)


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The Teacher (A)

The day before the class had another teacher. Their own teacher wants to evaluate the previous day.

One pupil is late for the lesson, then two more pupils are late for the lesson...

(Video clip of 2,5 min.)


The Teacher (A): Tasks

Think about the relationship of the teacher and the pupils and share your thoughts among the group.

Comment on the interaction of the physical environment and the psychological atmosphere in the classroom.


Interaction (A)

The teacher writes a sum on the blackboard. She doesn’t ask: “What’s the answer?”, but ‘Who knows a way how to handle this?”

She asks various children to give their opinion. (Video clip of 1,48 min.)


Interaction (A): Tasks

What does the teacher do to keep the children involved?

Describe the interaction.Is there enough interaction?

What should you do to increase the interaction between pupils?


Circuit 1: Subject: History (A)

Teacher: I have written down four groups (corners) on the blackboard. You are going to work in all the corners subsequently (later).



Circuit 1: TASKS

Which elements of cooperative learning do you recognize?

Which of the types of intelligence is the teacher addressing?

Give your impressions of the organization of this circuit and its goals in a few words . What do you think has been the result?

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Circuit 2: The Computer (A)

Teacher: The first station of the circuit is computer, digital camera or digital microscope. We have done that a few times.



Circuit 2: Tasks

What kind of instructions is the teacher giving?

Will all the children know what to do?The other stations of the circuit were

chess, reading a book and arithmetic.What do you think about this

combination?


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Circuit 3: Five Stations (A)

Teacher: First you choose a lesson

from the book C or D. You can work alone or with your neigbour. You start reading the lesson. You do that alone.

Write your name on the paper. When you’re going to another station you leave the paper on the desk.



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Circuit 3:Tasks

Analyze the activities. Are their enough? Is there enough variety?

Did you see the read tags on the table? What were they?

Should a teacher be part of the circuit? Why?


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Peer -teaching: (A)


Teacher: instructs to make a picture

frame. When everything is clear, the children from the first grade will join the children from the 8th grade. The older children will help the younger ones. (Video clip of 3,49 min.)

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Peer-teaching:Task

Describe the differences between the two ways of peer teaching in this clip.


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Choose: (A)

Children are always choosing from a variety

of tasks. There are tasks that are obligatory and some are not. When you choose a task, you put aname under it. So the teacher knows who is doing what. When everybody has a task, the teacher has time to help children with special needs. (Video clip of 3,49 min.)


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Choose: Tasks

• Invent a name for this kind of training.

• Which things must be arranged before this kind of model can work?

• What is the difference between a circuit and this way of training?


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Differentiating: (A)

A dictation about multiplication tables.


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Differentiating: Task

What is the teacher doing?

What kind of differentiating is this?


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“We are all learners, doers, teachers.

Learning is finding out what you already know.

Doing is demonstrating that you know it.

Teaching is reminding others that they know it just as well as you.

(Richard Bach)


reaching out to all leaners in the classroom

Documents

lithuania erasmus ip

contenterasmus ip desi

reflectionerasmus ip

practical parterasmus

differentiated classroom

learning needs

class clown

class leader