Exploring Learning (Post-Primary)

Exploring Learning Working together in the workshops will involve… Confidentiality Participation Contributing to group learning Asking questions/clarifying issues Taking responsibility for your own learning Please check that your phone is off for the duration of the workshop

Exploring Learning Workshop Overview

Exploring Learning What is Learning?Time to Reflect… What? So What? Now What? What? (Descriptive) What did you learn in ITE about ‘learning’? So What? (Interpretive) Did it make a difference to you? What impact does it have on your teaching? Now What? (Applicative) What more needs to be done? How can you apply what you know about ‘learning’ in your classroom?

Exploring Learning

The 7 Principles of Learning Learners at the centre The social nature of learning Emotions are integral to learning Recognising individual differences Stretching all students Assessment for learning Building horizontal connections Understanding the fundamentals of how we learn allows us to address more effectively the conditions in which successful learning can occur. (OECD, 2012, pg. 3)

Exploring Learning “I believe that well-informed educators can take a small step from brain research and create and apply a reasonable strategy in the classroom that will help many students take a giant leap in their learning.” Martha Kaufeldt - Teacher’s Change Your Bait! Group Discussion What would the seven principles look like in my classroom?

Exploring Learning Information about Learning How do you as an NQT get information about your students learning and strengths?

Exploring Learning Learning about our students - Theory School Information Other Teachers and Personnel School Self-Evaluation Student Questionnaires

Exploring Learning Learning about our students – practical application Design a reflective tool, questionnaire, mind map, fishbone, concept map, flyer, activity, strategy, methodology, worksheet…….. to gather information about how students like to learn in your classes? Be creative and we will collate and share the work with you on the NIPT website. Learning Profile What helps me learn? What makes learning a challenge? What helps me behave in class? What makes good behaviour a challenge?

Exploring Learning Possible areas/ideas to include: Classroom environment My feelings and emotions Me as an individual as a learner Activities Rules and routines in class Behaviour helps and hinders ICT in class Homework Inclusion in class Encouragement and support Feedback on work and assignments Group and individual work Connections to other subjects and wider society

Exploring Learning System Supports for Learners with Additional Needs School Community SEN Coordinator, Resource/Learning Support Teachers, Tutor, Year Head, HSCL, Guidance Counsellor, Parents NCSE, SENO, NEPS, Visiting Teacher Service DES, SEC, SESS, NIPT, NBSS, PDST, NCCA, HSE, CTYI

Exploring Learning Bloom and Learning - A Reflective Exercise

Exploring Learning Language of Special Education 1.What are percentile scores and where will we see them in relation to learning information? 2.What is the difference between learning support and resource provision? 3.What are low and high incidence of SEN naming at least 3 of each? 4.What does Dual Exceptional describe? 5.What is the general allocation model - GAM? 6.What core documents direct teachers in supporting students with additional needs.

Exploring Learning Language of Special Education 1.Percentile scores 2.Learning Support v Resource 3.Low and high incidence 4.Exceptional students (including dual) 5.General allocation model (GAM) 6.Code of Professional Conduct for Teachers (Teaching Council 2012)

Exploring Learning Learners with Additional Needs Cognition and Learning difficulties Behavioural and social difficulties Communication and Interaction Difficulties Dyslexia, Dysgraphia, Dyscalculia Emotional disturbance and/or behaviour problems ODD, CD, OCD Autistic Spectrum Disorder (ASD) Autism, Asperger Syndrome General Learning Disability Borderline, Mild, Moderate, Severe, Profound Attention Deficit Disorder (ADD) Hyperactive Inattentive Combined Specific Speech and Language Disorder Assessed Syndromes Sensory Impairment

Exploring Learning General Allocation Model (GAM) “The general allocation of teaching resources ensures that schools have a means of providing additional teaching support to pupils with learning difficulties and special educational needs arising from high incidence disabilities without recourse to making applications on behalf of individual pupils.” SP ED Circular 02/05

Exploring Learning Circular 70/2014

Exploring Learning The mainstream teacher has the responsibility for ensuring that all students, including those with special educational needs, are provided with a learning programme and environment that enables them to gain access to the curriculum and to advance their learning. (DES, 2007, pg. 71)

Exploring Learning Code of Professional Conduct for Teachers (Teaching Council, 2012) Teachers should: 1.2 acknowledge and respect the uniqueness, individuality and specific needs of pupils/students and promote their holistic development 1.3 be committed to equality and inclusion and to respecting and accommodating diversity including those differences arising from…disability… 4.5 develop teaching, learning and assessment strategies that support differentiated learning in a way that respects the dignity of all pupils/students 5.1 take personal responsibility for sustaining and improving the quality of their professional practice

Exploring Learning 2-Oak Maja Orla Connor Katie Kadi Daisy Each group will look at one student, firstly identifying each student’s: Strengths Implications for teaching and learning Adaptations for practice

Exploring Learning Factors that support effective learning for all students Teacher knowledge, enthusiasm and responsibility for learning Setting clear expectations Consistency Encouraging active learning Involvement of students Emphasis on understanding not just getting the right answer Variety of teaching strategies Awareness of the environment: design, seating, light, space Assessment for learning

Exploring Learning Documents and publications that reference core learning elements Inclusion of Students with Special Educational Needs: Post- Primary Guidelines (DES, 2007) Learning Support Guidelines (DES, 2000) Supporting Students with Special Educational Needs in Schools (NCSE, 2013)

Exploring Learning Documents and publications that reference core learning elements School Matters: The Report of the Task Force on Student Behaviour in Second Level Schools (DES, 2006) A Continuum of Support for Post- Primary Schools: Guidelines for Teachers (NEPS, 2010) Code of Professional Conduct for Teachers (Teaching Council, 2012) Towards a framework for the Junior Cycle, Innovation and identity (NCCA, 2011)

Exploring Learning Additional Support Professional Support Groups NIPT School Support Service Contact the NIPT Please ask your Facilitator or EC for the contact details of the NIPT RDO assigned to your EC To ask for support is a sign of strength…