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SEN Training - (Organisation Ideas (COGNITIVE LEARNING MODEL - WILLIAMHAM,…
SEN Training -
Organisation Ideas
Send to some materials to captive staff before the meeting
Location
Questionnaire regarding what happened since last time
MIGHT HELP WITH DISCUSSIONS
NOTICE BOARD
MIGHT BE A GOOD CHECK PROGRESS DISCUSSION
Notice board
Seating plan
Action
Agenda
Whats happened
Rosenshine Course
Books bought
Sporadic aplication
Target 10
Grid matrix shared
Rubix + form
SEN Register - iSAMS
Learning Support 2.0
5 MINUTES - SET THE AIMS
10 MINUTES CHECK PROGRESS
20 MINUTES NEW INPUT
10 MINUTES PERSONAL PLAN
5 MINUTES - CHECK IF AIMS WERE MET AND TARGETS FOR NEXT SESSION
PLATES OF BISCUITS
CHECK PROGRESS IN RELATION TO ROSENSHINE
THIS IS NOT A CHECK LIST
SCALING
ANNEDOTAL FEEDBACK
PROVIDE AN EXAMPLE OF WHAT YOU WANT
COGNITIVE LEARNING MODEL - WILLIAMHAM
HOW THINKING WORKS
THINKING STARTER! FOR FUN - THE CANDEL PROBLEM
HENRY FORD - THINKING IS THE HARDEST WORK THERE IS, WHICH IS THE PROBABLE REASON REASON WHY SO FEW PEOPLE ENGAGE IN IT"
INSTEAD OF MAKING WORK EASIER, IS IT POSSIBLE TO MAKE THINKING EASIER?
WORKING MEMORY
CONSIDER IT SYNONYMOUS WITH CONSCIOUSNESS - IT HOLDS THE STUFF WE ARE THINKING ABOUT
LIMITED IN SPACE, so thinking becomes increasingly difficult as working memory gets crowded.
LONG TERM MEMORY
IS THE VAST STOREHOUSE IN WHICH YOU MAINTAIN YOUR FACTUAL KNOWLEDGE OF THE WORLD
IT LIES QUIETLY UNTIL IT IS NEEDED, AND THEN ENTERS WORKING MEMORY - EG- WHAT COLOUR IS A POLAR BEAR? WHITE!
THINKING OCCURS AS A COMBINATION OF INFORMATION FROM THE ENVIRONMENT, WITH THE LONG TERM MEMORY, IN NEW WAYS. THAT COMBINATION HAPPENS IN THE WORKING MEMORY.
SUM UP - SUCCESSFULL thinking relies on four factors
information from the environment
facts in long-term memory
procedures (pathways, strengths) of Long Term memory
the amoint of space in the working memory
FAILURE WILL OCCUR IF ANY OF THESE FACTORS ARE INADEQUATE
IMPLICATIONS FOR TEACHERS
BE SURE PROBLEMS CAN BE SOLVED
SCAN YOU PLAN AND THINK WHEN AND HOW MUCH COGNITIVE WORK THAT STUDENTS WILL BE DOING
RESPECT COGNITIVE LIMITS
DO STUDENTS HAVE NECESSARY BACKGROUND KNOWLEDGE
RESPECT WORKING MEMORY
OVERLOADS OCCUR WITH
MULTISTEP INTRUCTIONS
LISTS OF UNCONNECTED FACTS
CHAINS OF LOGIC MORE THAN TWO TO THREE STEPS LONG
APPLICATION OF A JUST LEARNED CONCEPT TO A PROBLEM
SOLUTION
SLOW THE PACE
USE MEMORY AIDS
1 more item...
CLARIFYING PROBLEMS TO BE SOLVED
USE QUESTIONS - FRAME THEM WELL
DIFFERENTIATE
NOT ABOUT
INSTEAD OF MAKING WORK EASIER, IS IT POSSIBLE TO MAKE THINKING EASIER?
CHANGE THE Pace of the lesson... shift the topic - re-establish attention
Aims -
"SEN BOOK CLUB"
Name? Teach and Teach
Dual Coding - Worksheets
Retreival Practice
Questioning
ADHD
Retrieval Practice
The principles of RP
RT PLACE MATS
5 QUESTIONS
BRAIN DUMPS
PICTURE PROMPT
Checking for understanding
Have you understood
What have you understood
Building Great Teachers
Self awareness
Learning Scientists
6 strands and website to search
Daniel Willingham
Why don't (more) students like school?
Questioning techniques
6 examples
