Module 6 Leading Classroom Practice - Interventions (Inclusive learning…
Module 6 Leading Classroom Practice - Interventions
Planning Process - what children need interventions?
Learning Cycle (Kolb, 1984)
Assessment for learning (see Moodle slides and notes)
Types of assessment
What are the barriers that stop us from seeing what we want in an inclusive practice?
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.
From Institution to Integration to Inclusion (Moodle slides)
Working towards inclusion
Timeline of change
Supporting individuals/differentiate. Differentiated learning objects (Bloom's Taxonomy) - See Moodle slides and notes.
National Inclusion Agenda 2006 (On Moodle)
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!!!
Historical statistics (on Moodle)
Piece of legislation that's relevant link back to legislation (when did schools start interventions)
Training - how do the leadership team train and deliver to staff
Funding for training
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.
Self-efficacy - the extent to which we believe in ourselves - self esteem
IF YOU BELIEVE, YOU CAN ACHIEVE!
Adult support to provide 'scaffold' (Thorndike)
Helps them learn, gives them confidence to make decisions and learn from mistakes. Positive self-esteem.
Listen to the learners voice, previous generations 'children are seen and not heard'.
Following the Children Act 2004 attitudes changed 'Every Child Matters'
Ethos - think outside the box! embrace the whole ethos of school
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)