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Module 6 Leading Classroom Practice - Interventions (Inclusive learning…
Module 6 Leading Classroom Practice - Interventions
Legislation
Piece of legislation that's relevant link back to legislation (when did schools start interventions)
Policy
How does legislation link with policy either in school or codes of practice. How does interventions follow the policy and the inclusive policy. Policies are lead by leaders, Governors, Head Teacher and Leadership Team.
Practice
Daily routines - how does it impact on a daily basis? How do we follow it through? How is it communicated throughout the practice? Link to theory (for & against argument)
Ethos - think outside the box! embrace the whole ethos of school
Following the Children Act 2004 attitudes changed 'Every Child Matters'
Empowering Learners
Listen to the learners voice, previous generations 'children are seen and not heard'.
Helps them learn, gives them confidence to make decisions and learn from mistakes. Positive self-esteem.
Self-efficacy - the extent to which we believe in ourselves - self esteem
IF YOU BELIEVE, YOU CAN ACHIEVE!
Promoting self-efficacy
Adult support to provide 'scaffold' (Thorndike)
Training - how do the leadership team train and deliver to staff
Funding for training
Historical statistics (on Moodle)
Inclusive learning
Are interventions inclusive? Same children getting pulled from class for most of the afternoons, missing out on the more fun learning eg, science to concentrate more on their maths and English.
Could argue that these children need interventions but are they missing out on other important lessons - find out what they are missing!!!
National Inclusion Agenda 2006 (On Moodle)
Supporting individuals/differentiate. Differentiated learning objects (Bloom's Taxonomy) - See Moodle slides and notes.
From Institution to Integration to Inclusion (Moodle slides)
Timeline of change
Working towards inclusion
Policies and Procedures (Moodle slides) Review inclusion policy of my setting and analyse how it upholds to the current legislation with recommendations for good practice.
What are the barriers that stop us from seeing what we want in an inclusive practice?
Communication
Senco
Parents
Children
EHCP
Policies
SLT
Admin
Outside Agencies
From Interventions
Children
Other TA's
Teachers
Training
Senco
Must Cover - Leadership - Management/Communication and Inclusion :star:
Barriers to communication (Time/Differentiation/Gestures for emphasis)
Curriculum
Assessment for learning (see Moodle slides and notes)
Types of assessment
Formative
Summative
Initial
Learning Cycle (Kolb, 1984)
Planning Process - what children need interventions?