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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
Benefits
give instructions
explain something
correct mistakes
Important source of language modelling
share ideas
learn from each other
Students are develop listening skills
Limitations
Boredom
loss of concentration
can get noisy
Passive Teaching Method - we remember only 20% of what we hear
*Communication is a cycle
Use of Technology
Benefits
Long Distance
Time efficient
Group Email
Methods
PowerPoint
SC Connect
Web based learning
Moodle
Email
Limitations
Security
Student Access
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
Questioning
Blooms Taxonomy
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)
I
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.
Verbally
Funnel Questioning
Start with a general question narrowing down to a more specific point, asking for more and more detail at each level.
Benefits
Finding out more detail about a specific point: "Tell me more about Piaget Theory."
Gaining the interest or increasing the confidence of the student
Limitations
Can be intimidating
Probing Questioning
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.
Benefits
Explores deeper understanding
Can encourage nervous students
Limitations
Can be daunting
Leading Questioning
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.
Rhetorical Questioning
Really just statements phrased in question form
Benefits
Engaging the student
Gets students to agree with your point of view
Limitations
Lacks personal opinion
Open Questions
Benefits
= Leads to discussion, extends thinking encourages students to Leads students to reason, and reflect
Limitations
= Non-inclusive students may not have the knowledge
Closed Questions
Benefits
= Quick, embeds core knowledge for example 2x2=4
Limitations
= Lacks detail
Written
Assignments
Exams
Project Questions
Quiz
Benefits
Detail
More time
Limitations
Students may lack understanding or requirements
Time consuming
Benefits
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
Professional Standards
Meets the needs of individuals
Media and Resources
Paper
PowerPoint
Reading pens
Dictaphone
Microphone
Videos
Blogs
Text Books
Guest Speakers
Benefits
Student Centred
Choice
Relevant
Limitations
Limited resources
Cost
Student Access
