Inclusive Teaching and Learning - Effective Communication and Media…
Inclusive Teaching and Learning - Effective Communication and Media
Teacher Talk Time - should be equal this will enable students to develop their own skills and gives the teacher the role of facilitator
Important source of language modelling
learn from each other
Students are develop listening skills
loss of concentration
can get noisy
Passive Teaching Method - we remember only 20% of what we hear
*Communication is a cycle
Use of Technology
Web based learning
Meet individual needs of learners
Consider student's learning styles
Consider students needs, for example hearing or visual
Consider Student Access for example can all students access emails at home?
Promote Equality and Diversity
Provide Handouts in first language
Provide Resources for everyone
Provide a range of resources and media
Blooms Taxonomy ensures students are challenged by using a range of questions. This encourages higher level thinking and makes lessons interesting and engaging.
Knowledge (facts, recall, recognition)
How many areas of development are within the EYFS?
Comprehension (translation, interpretation, extrapolation)
Can you explain the Key Person approach?
Application (to new or unfamiliar situations)
How do you use Food Hygiene training to promote Health and Well-being?
Analysis (break into parts)
How is the Key Person approach similar to Mary Ainsworth Attachment Theory?
Synthesis (combine elements into a new pattern)
How effective is the settings nap-time routines?
Evaluation (apply criteria to defend the conclusion)
s there a better solution to sharing information with parents?
Research by Cotton (2001) and Hattie (2012) showed that: 20% of classroom questions are higher cognitive questions 20% are procedural questions (‘have you got your books with you?) 60% are lower cognitive questions.
Start with a general question narrowing down to a more specific point, asking for more and more detail at each level.
Finding out more detail about a specific point: "Tell me more about Piaget Theory."
Gaining the interest or increasing the confidence of the student
Can be intimidating
Used for finding out more detail, asking students for an example, to help you understand a statement that they have made. Or when you need additional information for clarification.
Explores deeper understanding
Can encourage nervous students
Can be daunting
Leading questions try to lead the student to your thinking, for example; Phrasing the question so that the "easiest" response is "yes" or by giving students a choice between two options.
Really just statements phrased in question form
Engaging the student
Gets students to agree with your point of view
Lacks personal opinion
= Leads to discussion, extends thinking encourages students to Leads students to reason, and reflect
= Non-inclusive students may not have the knowledge
= Quick, embeds core knowledge for example 2x2=4
= Lacks detail
Students may lack understanding or requirements
Develops interest and motivates
Students become actively involved in lessons
Develops critical thinking skills
Enables students to review their learning
Stimulates students to ask their own questions
Creates a language rich environment
Meets the needs of individuals
Media and Resources