Activity Frameworks for Diverse Learners€¦ · Exploring different ways to cater for students’...
Transcript of Activity Frameworks for Diverse Learners€¦ · Exploring different ways to cater for students’...
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Activity Frameworks for
Diverse Abilities
Laura Greaves
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Agenda:Contexts
Diverse Abilities
- Activity One
Framework
• Differentiation
• Lesson / Teaching structures
• Environmental Structures
• Practical, user friendly strategies (You can use anywhere, with anyone!)
Put it all together – Your toolkit
- Activity two
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Contexts:
Life experiences : Work Experiences : Professional Learning : Interests : Likes/Dislikes
Yours
Mine
How does this relate to our teaching practice?
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Diverse learners = Diverse abilities
Diversity: the inclusion of individuals representing more than one national origin, colour,
religion, socioeconomic status, sexual orientation, diffability etc.
And, in educations case, is it also my hair, my bus ride, the flat tyre I had, the boy/girl I like,
the way the teacher in the last class spoke to me, my [subject] anxiety, trauma etc.
So… its really just all of us, and its been around forever.
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Diverse learners = Diverse abilities
If we all come with our elements of diversity, we all then present with diverse learning abilities and needs.
- Lower/higher skills base
- Readiness to learn
- Communication (Receptive/expressive)- Ability to receive, process and also express information
- Sensory
- Behavioural (Regulation)
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We can’t change the abilities we are being presented with, so what CAN we change?
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Activity One:
What are the most common diversities and diverse abilities you are experiencing when
teaching?
- Please discuss and fill in your worksheet
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The Framework:
Framework for teaching 101, The Diverse Teacher, LG 2019
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Differentiation:
✓Exploring different ways to cater for students’ diverse needs in learning.
✓Recognizing and supporting individuality while creating learning opportunities for all (Combine grade level expectations and individual learning needs).
✓Equity, respect and proactivity in the teaching and learning process.
It is NOT about planning individualised lessons for every student.
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Differentiation of work:
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Differentiation planning:
1. Capture the abilities into manageable groups
(Low/Med/High, Visual/Auditory/physical, Listeners/bouncy balls)
2. Highlight the MUST know for each group from the lesson content
3. Plan the flow of the lesson: How will I do this AND breath?
4. Know your back up plan and mantra
Lets have a look…
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Differentiation in the moment: Quick tricks
- Youtube a video of the concept- Have step checklists and planners ready- Use breaks and motivators- Set the structure of the lesson
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Lesson / Teaching structures:
▪ Relationship in minutes – You control how things start(Greeting, Who are you, what is going to happen next)
▪ Select a structure:• Stereotypes
• Two groups
• The individuals
• As a group/class
• Breaks and brakes
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Environmental Structures:
A do-able structure in most situations.
Table set up
Resources
Sensory tools
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Environmental Structures: Table set up
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Environmental Structures: Resources
- Locate!
- Your stash (Stationary, Planners/structures, games, mindful colouring)
- Safety
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Environmental Structures: Sensory
What is your arousal level now?
Do you need a coffee?
Do you need a wine?
Do you ever have that niggling feeling where you don’t know why but you feel like you want to explode at someone?
How does exercise make you feel? (Apart from puffed)
Why do we have breaks?
Do you ever eat your breakfast thinking –I really can’t do it today.
My body just doesn’t feel right!
How do you feel after stepping of Wizzy Dizzy?
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Arousal levels
High arousal
level
Appropriate
arousal level
Low arousal
level
Environmental Structures: Sensory
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Environmental Structures: Sensory Tools
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Sensory reality:
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Practical Strategies:- that enhance management and positive behaviour support
When your teacher asks you a question...
Tell the teacher your answer. It’s okay to have a guess.
If you didn’t hear or understand the question sayCan you ask me again?
If you need more time to think sayI need think time
If you need some help sayCan you give me a hint?
If you are stuck say Can I try a new question?
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My Equipment List❑ Pencil case:
❑Pens
❑Pencils
❑Eraser
❑Ruler
❑Calculator
❑ Text book
❑ Folder:❑Timetable.
❑Behavioural expectations/record.
❑Thermometer/5-point scale.
❑Labelled sections for all subjects.
❑Plastic sheets for photocopies.
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Talk to an adultWhen I am getting worried or angry I can find an adult and tell them how I am feeling.
I can tell them what is making me feel like this
Push the wall overFind a wall, put two hands on it and try as hard as you can to push it over for 30 seconds.
Run it outFind a place and run on the spot as fast as you can for 30 counts
Chill out
Tell an adult you feel like you need to “Chill out” then go into your room and play with something
that makes you feel happy again.
Stretch a Stretchy BandFind a stretchy band and stretch it as much as you can for 30 seconds.
Stretch, stretch, stretch!
Recycle your ANGER!Talk all of your anger into a bag and throw it away in the recycling bin!
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Break cards, dots, signs
The dots!
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My 9 ways to
feel better
1. Make a Buttery Wish
2. Draw a picture
3. Squeeze my
squishball
4. Make a bracelet or necklace
5. Write about my feelings
6. Think about my favourite animals
7. Give my worries to my Worry
Doll
8. Use my Troubles Bracelet
9. Do my deep
breathing exercise
My 9 ways to feel better
1. 2.
3.
4.
5. 6.
7.
8.
9.
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Name: Date: Time:
Where were you?
What happened to you?
Who did this?
What did you do?
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1. Analyse the behavior
2. Find and teach appropriate replacement behavior
and/or new skills
- What are appropriate replacement behaviours?
3. Re-enforce new behaviour
Practical Strategies: Positive Behaviour Support
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Putting it all together: Your Toolkit
Activity Two:
Using the planners provided, reflect on each section of the framework and consider any new or modified ideas and strategies you can take with you today!
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You are ALL amazing.
Remember it always.
Thank you ☺