Please enable JavaScript.

Coggle requires JavaScript to display documents.

Identifying and Helping Struggling Students Inside the Classroom (Becky…

- - - - High student involvement and engagement with their learning
      - High levels of interaction for all students
      - Expectation that students will be responsible for their learning and work
      - Appropriate use of questioning, modelling and explaining from the teacher
      - Highly focused lesson design with sharp learning objectives
      - Emphasis on learning through dialogue, provision of regular opportunities for students ton talk (individually, in pairs, and in groups)
      - Regular encouragement for students
    - - not based on prominent educational philosopher John Dewey's idea that students should be able to follow only what interests them (Almond 2020)
        
        Instead, teachers should differentiate their instruction so that when students don't understand they can be retaught the content in a different way
        
        Teachers are responsible for providing modalities that are accessible for individual students
        
        All students (including SEN) should be able to be taught by the teacher, additional support (Teaching Assistant, etc.) should only be used as an additional supplement, not to make up for poor quality teaching
    - - Small Step Planning
        
        Chunked information
        1 or 2 step instructions
        Limits cognitive load for students
      - Plan for Error
        
        What mistakes are students likely to make?
        How can you teach prerequisite knowledge?
      - Assessment for Learning (AfL) (Dyer 2019)
        
        Do students know what they are meant to be learning?
        
        Students can listen, read, write the objectives at the beginning and/or end of the lesson
        
        What have students learnt?
        
        Review at the end of lesson
        Exit activities
        
        Feedback that improves students learning
        
        SMART (Specific, Measurable, Attainable, Relevant, Time-based)
        
        Students help each other learnn
        
        Group work/Projects
        Think-Pair-Share
        
        Students monitor and assess their own learning
        
        exit activities
        choice of when to do assessment
        coding work based on understanding/progress
      - Manipulatives/Representations
        
        used for math
        Should be used as a scaffold that can be removed
        Students should not be reliant
      - Examples and non-examples
        
        examples are useful, but sometimes the opposite is also useful for students to make comparisons
  - - - Concerns can be identified from a multiplicity of sources
        
        Observations by key staff
        
        Assessment data
        
        Screenings
        
        Whole school progress data review
        
        Observations from parents
      - Information gathering and sharing views with family and student (can be a combined meeting)
        
        Student voice - meetings with students to understand their views on what is going well and where they need support.
        
        Should be led by the class teacher and supported by the Special Educational Needs Co-ordinator (SENCO) as necessary
        
        Parent involvement - meetings with parents/carers to understand their views on what is going well, challenging areas, and what support is needed to enable progress
        
        Should be led by the class teacher and supported by the SENCO as necessary
        
        Feedback from students and parents demonstrates that needs could be addressed through fine-tuning QFT and/or targeted interventions
        
        Feedback from students and families indicates that student likely has SEN and will require further assessments
        
        A student has SEN when their learning difficulties or disability require provision different from or or additional to Universal Provision for students of the same age.
        
        The Graduated Response
        
        Assess
        Further individual assessments sup[ported by SENCO and other key staff determine underlying needs and difficulties that pose barriers to learning. This may include referrals to external agencies such as the Speech and Language Therapy and Educational Psychologist Service.
        
        2 more items...
      - Review of QFT to meet the needs of any targeted intervation available under universal provision
        
        Check teachers are using assessment data to identify strengths and gaps in learning and using this information for differentiated planning
        
        Classroom support: SENCO should support observations and discussion with teachers (or other relevant faculty members) to inform any adaptation in access arrangements and differentiated planning as required
        
        Wave Two: Wave Two: In addition to Universal Provision
        Targeted Interventions and Support for Some Learners
        Time limited, targeted interventions, focussing on areas of concern
        
        Despite all adjustments to QFT and/or interventions there is limited or no progress and/or concerns still remain. Pupil is likely to have SEN and will require further assessments.
        
        Examples of targeted response
        (BHA 2020)
        
        Area of Need
        
        Cognition and Learning
        
        4 more items...
        
        Communication and Interaction
        
        3 more items...
        
        Social, Emotional and Mental Health (SEMH)
        
        3 more items...
        
        Sensory, Physical, Medical
        
        3 more items...