Anonymous

Planning for Inclusion/Document: Difference between revisions

From OER in Education

Planning for Inclusion/Document (view source)

Revision as of 08:51, 18 September 2012

1,169 bytes removed ,  13 years ago
no edit summary
No edit summary
No edit summary
 
Line 42: Line 42:
'''How can we plan to include all of our pupils?'''
'''How can we plan to include all of our pupils?'''


Inclusive classrooms can be achieved through careful lesson design. We are now going to consider the steps involved in designing inclusive lessons. In the science lesson that you have just seen, the teacher designed the lesson carefully, considering a number of important factors. These are shown in the model on the next page.
Inclusive classrooms can be achieved through careful lesson design. We are now going to consider the steps involved in designing inclusive lessons. In the science lesson that you have just seen, the teacher designed the lesson carefully, considering a number of important factors. These are shown in the model below.


'''Factors affecting lesson design'''
[[Image:Factors affecting lesson design inclusion.png]]




'''Learning objectives and intended outcomes'''
'''Holding pupils into the pace of learning'''
 
 
How has the teacher modified these where necessary for some pupils?
 
 
<center>'''Lesson design'''</center>
 
 
'''Pedagogic approaches'''
 
 
What teaching models has the teacher selected that meet the needs of all pupils?
 
 
'''Teaching and learning strategies and techniques'''
 
Do you have enough time to engage in professional development? Are you able to focus on teaching and learning as a priority for development? What outcomes are you setting?
 
 
'''Conditions for learning (climate for learning and classroom organisation)'''
 
 
How has the teacher taken these factors into consideration when designing an inclusive lesson?'''Holding pupils into the pace of learning'''


Care must be taken to ensure that groups of pupils are not simply following a parallel curriculum or being rendered dependent by a lack of opportunity or ineffective support. The principles of inclusion within the Strategy are integral to lesson design. This enables all pupils to be held within the pace of learning through the setting of high expectations for all and by targeting additional support so that all pupils are able to access the main body of the lesson at an appropriate level.
Care must be taken to ensure that groups of pupils are not simply following a parallel curriculum or being rendered dependent by a lack of opportunity or ineffective support. The principles of inclusion within the Strategy are integral to lesson design. This enables all pupils to be held within the pace of learning through the setting of high expectations for all and by targeting additional support so that all pupils are able to access the main body of the lesson at an appropriate level.


This can be represented diagrammatically as follows:
This can be represented diagrammatically as follows
 


<center>'''Main lesson objectives'''</center>
[[Image:HoldingPupilstoPaceOfLearningInclusion.png]]


 
Consider these specific examples of how this can be done:
Range of activities to support the objectives
 
 
'''Pupils with a range of learning needs'''Consider these specific examples of how this can be done:




Line 399: Line 371:
'''Case Study'''
'''Case Study'''
'''Year 10 mathematics'''
'''Year 10 mathematics'''
This idea comes from a mathematics teacher in a school which is trying to support the learning and improve the attendance of some pupils whose attainment is weak as a result of poor attendance. Helen is using a visual map of the week (but it could be the term or the topic) to show pupils what they will get from attending the lessons and to hold them into the learning when they are absent from some lessons in the week. The teacher refers to the map at the beginning and end of the lesson and also appends sticky-note reminders related to attendance such as: ''Sophia absent, to sit with Jake on Tuesday''<nowiki>;</nowiki> ''Jerry and Ahmed – request extra support on Wednesday''.<center>'''Monday'''</center>
This idea comes from a mathematics teacher in a school which is trying to support the learning and improve the attendance of some pupils whose attainment is weak as a result of poor attendance. Helen is using a visual map of the week (but it could be the term or the topic) to show pupils what they will get from attending the lessons and to hold them into the learning when they are absent from some lessons in the week. The teacher refers to the map at the beginning and end of the lesson and also appends sticky-note reminders related to attendance such as: ''Sophia absent, to sit with Jake on Tuesday''<nowiki>;</nowiki> ''Jerry and Ahmed – request extra support on Wednesday''.
 
<center>Why we use simultaneous equations. Finding solutions using the graphical method.</center>
 
<center>'''Tuesday '''Introducing the algebraic methods.</center>'''Simultaneous equations'''
 
<div align="right">'''Friday'''</div>
 
<center>Applying the techniques to real problems. Self-review time.</center>


<center>'''Wednesday'''</center>
[[Image:CaseStudyMathematicsInclusion.png]]


<center>More practice with the algebraic methods. Group quiz. Homework set.</center>This approach supports all pupils, but especially those who have regular absences or who have joined the school after the beginning of the unit. This transparent communication of planning is also extremely useful to teaching assistants and other support staff: understanding how the lesson fits into the overall scheme of work will enable them to support their pupils far more successfully.Summary of research
This approach supports all pupils, but especially those who have regular absences or who have joined the school after the beginning of the unit. This transparent communication of planning is also extremely useful to teaching assistants and other support staff: understanding how the lesson fits into the overall scheme of work will enable them to support their pupils far more successfully.Summary of research


Extract from ''Evaluating educational inclusion: guidance for inspectors and schools'' (2000) Ofsted.
Extract from ''Evaluating educational inclusion: guidance for inspectors and schools'' (2000) Ofsted.
Retrieved from "https://oer.opendeved.net/wiki/Special:MobileDiff/8342"