Aims:
to reflect on barriers to learning and what it means to overcome them
to be critically reflective teachers
STARTER TASK: THINK/PAIR/SHARE
Who are the ‘outsiders’ in your classroom/school?
Why are they the ‘outsiders’?
(Please keep pupils anonymous.)
STARTER TASK: THINK/PAIR/SHARE
Who are the ‘outsiders’ in your classroom/school?
Why are they the ‘outsiders’?
Critical Thinking:
What was GOOD and what was BAD about the way this task was presented?
(3 mins)
TALKING POINT: Every pupil requires adaptations to their learning in every lesson.
(3 mins)
Reflect on your last lesson:
What did you get right and what could you have done differently?
How can you tell?
DISCUSSION TASK:
Put yourself in the shoes of pupils you know AND/OR hypothetical pupils with differing needs.
‘Try on’ this starter.
1) What has been done to combat barriers?
2) What barriers still exist?
(5 mins)
Effective planning can be about putting yourself in the position of the pupil.
Don’t assume that you have to change the outcome – it might just be about how you get there.
Improving is about being a reflective professional/being your own critic.
PLENARY: 3/2/1
3 takeaways/things I have learned
2 questions
1 target
The Importance of Students’ Sense of Belonging in School | Edutopia
2. Build a culture of community and belonging for pupils | EEF (educationendowmentfoundation.org.uk)
Place and belonging in school: Why it matters today | National Education Union (neu.org.uk)
Practical Adaptive Teaching Examples (teachertoolkit.co.uk)
What is adaptive teaching? | Tes
A summary of resources relating to highly able learners | Resources | Education Scotland
Stephen Brookfield, (2017) Becoming a Critically Reflective Teacher – particularly Chapter 4
Resources: