Tag Archives: SEN

Teaching science to SEN students – ideas and strategies from #ASEchat (on Twitter)

Posted on by
Reply

Tonight the focus of #ASEchat was on teaching science to SEN students.  (If you want to know more about #ASEchat on Twitter read this).  The full text of tonight’s chat on Twitter can be found here (in my unofficial archive) or on the ASE site here.

The chat session started off discussing the P-levels and the new guidance that had been issued earlier the same day by the DFE.  It was felt that the levels for P7 and P8 were harder than those for level 1 which is supposed to be more challenging.  @Cleverfiend explained that this was because the P-levels were added to the national curriculum as an afterthought.

The topic moved onto strategies to use when teaching SEN or lower attaining students.  I’ve included the twitter ID of those who mentioned each strategy so you can get in touch if you want further details:

  • Pictorial or symbolised instructions for use for practical work (also good for EAL learners) – @ejw232 @cleverfiend
  • Repetition using different tasks @ejw232
  • Use of digital photography to create the method and turning them into a digital photostory @Mallrat_uk
  • Use of low literacy activities with not much writing. Collaborative poster work, wipe clean surfaces, pictures instead @90_maz
  • For low literacy levels, lots of emphasis on key words, lots of practical, short notes, diagrams @13loki
  • A reminder that you may go back to previous key stages or select parts of the curriculum for students who have SEN.  However @cleverfiend reminded chatters that there is already plenty of repetition in the national curriculum as it is!
  • Use of symbol software like communicate in print @90_maz (@cleverfiend reminded purchasers to check their stringent copyright terms first)
  • Repetition of key words by the class @anhalf
  • Relevance to everyday lives. An example given was making speakers from cupcake cases @asober
  • An interesting debate broke out about writing on walls and desks (using appropriate pens). @mallrat_uk and @cleverfiend were in favour.
  • Use of Velcro to display key words and allow repositioning on wall @cardiffscience
  • Voicethread as an assessment tool @asober
  • Scaffolding or using writing frames. They allow students to focus on the content rather than the structure @biolady99 @cleverfiend
  • Use of random name picking like The Hat to select random pairs @cleverfiend
  • Use of special software on iPad to create comic strips @mallrat_uk
  • Clear learning objectives, use of WALT and WILF @biolady99

Accreditation at 16 was varied across the schools discussed, ranging from GCSE (AQA B) through BTEC to Entry level.  It was felt that the new format of linear assessment for GCSE wouldn’t suit children with SEN.  The final word however must go to @anhalf who reminded us that “defined learning outcomes, well-pitched lessons are no different for sen than mainstream!”

Useful links:

Cheap high quality Science CPD in the East Midlands from the ASE

Posted on by
Reply

Yes it’s a shameless plug.  I’ve been part of a group organising a science CPD event on Nov 12th (a Saturday) at Nottingham Trent University.  Numbers aren’t looking too good at the moment and I would hate to have to pull the plug on it because word hasn’t got out.

 

TeachMeetAseLogo (v2)

 

9.00am Registration and Refreshments

9.20am Welcome

9.30am Choice of Seminar

  • A.Creative ideas for Special Needs in Science
  • B.Using ‘Enquiring Minds’ to deliver a creative Science Curriculum
  • C.Science, Art and Writing
  • D.Active engagement and challenge

10.30am Coffee

10.45am ASE Science TeachMeet

A TeachMeet is an organised but informal meeting for teachers to share good practice, practical innovations and personal insights in teaching.  Our teachmeet will purely have a science focus and participants are welcome to come as spectators or presenters. Please see further details below.

11.45am Plenary and Evaluation

12.00pm Event closes

The cost for this event to members is £7.00 and to non members is £12.00. All participants will receive a free resource pack including either the See SAW book for primary teachers or the Big Questions DVD for secondary teachers.

To book your place please email Sue Banner on banner.sue@gmail.com. Please state your name, school, primary/secondary and your preferred choice of workshop. Please also give your ASE membership number if appropriate. If you don’t hear back from Sue, assume you have a place.

A.Creative ideas for Special Needs in Science – Rob Butler C.Sci Teach

A look at some creative ideas and strategies to use with students with special needs, or who perform below national expectations, with the aim of engaging students and raising achievement.  Rob Butler has over 13 years of experience teaching in a special school, and will be sharing tried and tested ideas from his own practice. You will have the opportunity to see samples of web material appropriate to this group of pupils.

Target Audience –teachers, technicians, students, TAs, tutors and advisors. The content is mainly secondary but some material is appropriate for upper primary

B. Using an ‘Enquiring minds’ approach to deliver a creative Science curriculum – Margaret Fleming Education Consultant

Enquiring Minds explores how students’ ideas, interests and experiences can inform the content, processes and outcomes of teaching and learning in schools. At a time of curriculum reform in primary and secondary schools, Enquiring Minds provides guidance and research to help support schools through the process of change.  Margaret Fleming has worked with a team of colleagues from the LSN Triple Science Support Programme to develop resources based on this approach to teaching and learning. She will share the ideas developed in the context of Triple Science Biology.

Target Audience – secondary teachers, technicians, students, TAs, tutors and advisors.

C. Science, Art and Writing (SAW) Jane Winter

SAW is an innovative and cross curricular approach to science, which inspires poetry and art work while increasing scientific understanding for all ages.  In this session we will tell you about our experience of using this approach with children in the EYFS, KS1 & KS2 in our school.  This session will provide ideas for your Art and Literacy subject leaders to help promote science teaching and learning in your school, along with some great ideas for manageable, creative and fun science days. . 

Target Audience – primary teachers, co-ordinators, Students, TAs, tutors and advisors. 

D. Active engagement and challenge, Melanie Edwards Science AST, Redhill Academy

A hands on workshop in which you will take part in several Teaching and Learning strategies that have a proven record of engaging and challenging students of all ages. The strategies can be adapted to teach various areas of the Science curriculum; they also require minimal resources and little preparation time. Therefore, you will be able to incorporate the strategies into your lessons the very next week! Descriptions of the strategies will also be provided to allow coaching of colleagues back in your schools.

Target Audience – teachers, technicians, students, TAs, tutors and advisors. Mel will be speaking from a secondary viewpoint but much of the material is appropriate for upper primary

ASE Science TeachMeet

A TeachMeet is an organised but informal meeting for teachers to share good practice, practical innovations and personal insights in teaching.  Our TeachMeet will have a science focus and participants are welcome to come as spectators or presenters. Presenters will sign up for a 2-3 minute presentation or a longer 5-7 minute presentation which can be about any topic related to (science) education, and in any format.  Having seen some of the exciting and innovative practice in the East Midlands, we would hope that many of you will sign up to share with us some of your ideas and innovations in the classroom.  Every idea shared is worthwhile.

Target Audience – teachers, technicians, students, TAs, tutors and advisors

Differentiation–what does it look like in a mainstream classroom?

Posted on by
Reply

‘Differentiation is the process whereby teachers meet the need for progress through the curriculum by selecting appropriate teaching methods to match the individual student’s learning strategies within a group situation.’

Visser J, Differentiation and the Curriculum, Birmingham, 1993, University of Birmingham

Differentiation is the responsibility of each and every teacher and should be a routine part of planning. Only the teacher can differentiate their own lessons – it can not be delegated to the Learning Support department or simply copied out of a book.

Types of differentiation

Differentiation by outcome

Giving all students the same task (and any supporting resources) and letting students attempt it at their own level. E.g. create a poster to show…

 

For Against

•Easy for the time pressed teacher

•Can be controlled in lots of different ways (e.g. setting a restriction on number of words for more able students)

•Suits assessment activities – e.g. level assessed tasks in science

•Frowned upon since for many it’s the easy option

•Still needs careful planning to make sure those at the top of the ability range are stretched

•Can lead to behavioural problems as weaker students finish a task quickly (or perceive it as too hard)

 

Differentiation by support

Giving all students the same task and teacher directing more attention to specific students/groups of students. Could also be giving weaker students supporting materials for a task or specialist apparatus (e.g. a digital thermometer)

 

For Against

•Requires very little set up and planning time

•Can challenge and stretch students more than just differentiating by outcome

•Groups can be given less support rather than extra

•Can involve teaching assistants

•Can be hard to spread support or give where needed

•Can be used to avoid setting a suitable task in the first place

 

Differentiation by grouping

Putting students in groups chosen by the teacher. Could be grouping by ability, gender, interests, social/behavioural groups or mixed ability.

 

For Against

•Easy to organise

•Can promote behaviour and classroom management

•Mixed ability groups allow activities to take place that might not otherwise be possible (and more able students can benefit from this approach too).

•Need to know your group

•Need to set clear ground rules and promote a culture of cooperation in your class

 

Differentiation by resources

Giving all students a similar task but giving different resources. For example a students doing an experiment and then one group of students given a scaffold to support their investigation whilst another group might only get a list of equipment.

 

For Against

•Good for practical subjects where students may be working on the same task.

•Could be as simple as giving a number line to a group of students in maths

•Allows all students to achieve & progress.

•Takes more teacher time setting up than some techniques e.g. differentiation by outcome

•Can create a management problem where some groups perceive work as being different to/easier/harder than that of their peers

Differentiation by task

Giving students a different task to do based on their ability, interests or aptitude.

Could be as simple as getting each group to present the same information in different ways e.g. a scene in Shakespeare – a poster, a comic strip, a story, a play or an essay

Could be setting a different task for students – e.g. working on different sets of maths problems, working on different texts, reading different stories/plays etc.

 

For Against

•Can greatly reduce risk of failure for SEN students and challenge G&T students

•Allows all students to make progress

•Promotes engagement

•Can tailor lessons to strengths of individuals

•Much more teacher intensive

•Needs careful management to avoid students opting to do another groups work or seeing it as easier/more desirable than their own

•Assessment can be harder for the teacher

Where to start?

•Learning objectives – all/most/some or levelled objectives

•Knowing your students – subject assessment data, reading ages, CATS scores etc

•Be organised – teachers need a work-life balance. Throw in drama activities etc that require little marking, use peer marking & self assessment

 

This post is taken from a presentation I gave at a mainstream school recently.  Is there anything you’ve done that you’d like to add – if so I’d love to hear your comments below.

Using data logging technology with special needs students

Posted on by
Reply

Many departments have small numbers of data loggers, stuck at the back of cupboards with flat batteries, neglected because no-one really knows what to do with them.  Perhaps they don’t get used because you haven’t got a class set or because the teacher lacks the confidence to use them in front of a group of tech-savvy students.

My advice – if you have PGCE students get them on the case.  PGCE students have to show capability in ICT skills and what better way to learn than by mastering data logging equipment and rolling out activities to the rest of the department.

Data loggers are excellent tools for SEN students – hopefully the ideas below will encourage you to dig yours out and get them up and running again!

Using data loggers as a digital measuring device

At the simplest level just using a data logger as a digital thermometer works.  It is easy to read and using like this is a good way to introduce the technology to students.

Logit explorer

Using data loggers on the IWB to show live data

Most data logging equipment can be connected to a PC and used to show live data from an experiment on the IWB.  You could even get students to take regular readings from this live data, building up skills like timing and recording results, whilst keeping the activity simple.  This is especially useful where there could be health & safety implications from the experiment.

logit1

The image shows the data captured from an experiment investigating the insulating properties of dog fur!  This graph was displayed at the end of the experiment, with live data being displayed on the screen as the experiment was underway.

Data loggers also allow many students with poor numeracy skills to visualise the results and answer questions like ‘did the temperature go up or down?’ which they might not have been able to do from a table of numbers.

Using data loggers to capture data and create a graph of results.

For students who lack the necessary coordination or organisational skills to collect results over a period of time, why not give them a data logger and get the hardware to do the work for them.  Students are released from the requirement to collect readings at fixed intervals, they don’t have to struggle to read the thermometer and the data is even graphed at the end by the data logging software.  More advanced students can even export their data into Excel.

logit2

This graph shows the temperatures collected during the dog hair insulation experiment (unfortunately I didn’t start the data logging collecting data until we had finished using the live display on the IWB).   Again this allows students with poor numeracy to visualise the results, and to make comparisons between the different data sets collected (e.g. which temperature dropped the fastest? the most? the slowest?)

Do you use data logging hardware/software with SEN students.  Leave me a comment and share your ideas with others.