Special Schools’ Meeting Mobilise Project Special Schools’ Meeting 30th March 2017

Agenda Special Schools’ Meeting 30th March 2017 2.00 Review of actions from previous meeting 2.20 Questioning in the classroom – Mobilise team 2.50 Switches, symbols and Makaton in questioning techniques 3.10 Lesson Study – an approach to support TAs CPD 3.50 Action Planning

Review of Actions from February’s Meeting… How Mobilise is being implemented at St Francis TA/teacher communication – liaison time PMLD Raising TAs’ awareness of EHCs Revisit key learning from last meeting. What have you implemented as a result of shared ideas?

Mobilise – Prioritisation Matrix Share copy of Matrix from last time. Today’s meeting has been shaped around priorities you identified as most desirable and that would have highest level of impact on your pupils. So, we’re going to look at questioning, and peer observations.

Scaffolding Framework Much current research in this area takes a social constructivist perspective on learning, viewing children as active, curious learners who are motivated to join with other people to solve problems, develop knowledge and contribute to development of the learning community to which they belong. Learners benefit from the thoughtful attention and support of other people who provide expert knowledge and guidance which is gradually internalised to allow selfregulation (‘scaffolding’ and guided participation). For children with learning difficulties problems may have arisen at any stage in this process – the motivation, the communication and interaction with other people, the skill of the teacher, for example. Responsive teaching strategies based on this approach typically focus on different aspects of teacher-pupil interaction, classroom dialogue, ‘real’ problem solving and practical classroom activities, pupil choice, and reflection on learning (Watson, 2001). Some social constructivist approaches explicitly hand over some of the teaching responsibilities to pupils via a process of modelling and guided practice (e.g. reciprocal teaching for developing reading comprehension in children at all levels of reading development (Rosenshine and Meister, 1994).VH present and ask at each stage – how relate to your context? KM scribe examples. To lead to a special schools framework exemplar.

Alternatives to questions – digging deeper For example… Invitation Tell me more about… Speculation I wonder if… Suggestion You could try… Reflection So next time… Information It might be useful to know… Reinforcement I liked…because… Clarification I know this is the case because… Correction I thought we had agreed that… Summarisation So, you’re saying… Non-verbal interventions Eye contact, gesture

Why do TAs feel they have to ask so many questions…? Introduce Tomas Set gap task prior to next meeting – ‘Before I ask you any questions about what you’ve read, share any questions you have about what you’ve just read.” First page from PLC5 new learning.

Question Matrix Share; discuss how and when could be used in special setting and any limitations it places on pupils’ learning. Copy of question matrix.

Switches, Symbols and Makaton in Questioning Techniques

TA EEF Observation Sheet Share; discuss how and when could be used in special setting and any limitations it places on pupils’ learning. Copy of question matrix.

Action Planning Feedback and Next Meeting Liaison time TA skills audit TA training opportunities TA subject leadership teams From meeting 1, who said they are going to set up leadership teams? Present next time? Split in groups – PMLD?