welcome to the sen teachmeet...west hill school recipes… they are so confusing! spatial awareness...
TRANSCRIPT
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WELCOME TO THE SEN TEACHMEET
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Abigail Slade West Hill School
Schedules in Food Technology
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Schedules in Food Technology
Why do we use them?
Abigail Slade Deputy Headteacher
West Hill School
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Recipes… they are so confusing!
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Spatial awareness
Difficulties in retrieving information
Working in a hazardous room
Sensory overload
Application of a range of skills
Using equipment which isn’t used regularly
Subject specific vocabulary
And a whole lot more…
Challenges we face in Food Technology
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Look at them in action
They are presented clearly Logical order Information given as appropriate to the learner Enables independence Allows them to manage all the other barriers /
challenges that they may face in the session
Using a schedule gives us some consistency
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Not just in Food Technology
Useful strategy for any functional life skill
Can be as short or as long as you want
Further use…
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Theresa Donnelly Linden Bridge School
Top tips for an effective ASD pupil observation
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Top tips for an effective ASD pupil
observation.
Theresa Donnelly ASD outreach advisor, Linden
Bridge School. THERESA DONNELLY
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Observing pupils with
autism
Environment
THERESA DONNELLY
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Observing pupils with
autism
Environment Learning
style
THERESA DONNELLY
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Observing pupils with
autism
Environment
Learning style
Support staff working with pupils with
autism
THERESA DONNELLY
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Observing pupils with
autism
Environment
Learning style
Support staff working with pupils with
autism
Theories of cognition
THERESA DONNELLY
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Observing pupils with
autism
Environment
Learning style
Support staff working with pupils with
autism Theories of cognition
Behaviour
THERESA DONNELLY
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RECOMMENDED READING
The Out of Sync Child Paperback – 25 Jun 1998 by Carol Stock Kranowitz
The Complete Guide to Asperger's Syndrome (Autism Spectrum Disorder):
Revised Edition Paperback – 15 May 2008 by Tony Attwood
Autism as Context Blindness Paperback – 30 Sep 2012 by Peter Vermeulen
The Passionate Mind: How People With Autism Learn Paperback – 15 Oct 2010
by Wendy Lawson
The Girl with the Curly Hair - Asperger's and Me by Alis Rowe
M is for Autism Paperback – 1 Jul 2015 by The Students Of Limpsfield Grange
School (Author), Vicky Martin (Author)
http://www.autismuk.com/the-culture-of-autism/
www.livingwellwithautism.com
http://www.autismeducationtrust.org.uk – Competencies and Standards
www.linden-bridge.surrey.sch.uk – Outreach - Resources
http://www.autism.org.uk
THERESA DONNELLY
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The End. Thank you!
THERESA DONNELLY
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Helen Pearman West Hill School
Questioning using Bloom’s Taxonomy
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Questioning using Bloom’s Taxonomy
SEN TeachMeet
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On AVERAGE: How many questions do
teachers ask per day?
400
Studies show approximately 80 percent of all the questions teachers ask tend to be factual, literal, or knowledge-based questions.
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Using higher order questioning
Higher order questions improve attainment, understanding, skills, curiosity, independence and critical thinking skills.
Lower order questions – limits critical thinking, focuses on recall of knowledge. 80% of most questions.
Research shows the ‘best’ wait time is three seconds for a lower-order question and 10 seconds + for a higher-order question.
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Bloom’s taxonomy and Goldilocks Remembering Who was the biggest bear? What food was too hot? Understanding Why didn't the bears eat the porridge? Why did the bears leave their house? Applying List the sequence of events in the story. Draw 3 pictures showing the beginning, middle and ending of the story. Analysing Why do you think Goldilocks went for a sleep? How would you feel if you were Baby Bear? What kind of person do you think Goldilocks is and why? Evaluation Write a review for the story and specify the type of audience that would enjoy this book. Why has this story been told over and over again throughout the years? Act out a mock court case as though the bears are taking Goldilocks to court. Creating How could you re-write/re-tell this story with a city setting? Create a set of rules to prevent what happened in the story. What if questions? E.g. What if there were only 2 bears? What if Goldilocks had escaped?
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Bloom’s taxonomy and a pen Remembering What is a pen? What does it look like? Understanding What are some uses for a pen? It can be used to write but are there other things as well? Applying Now that you know what a pen is used for, how do you use it? With your source of knowledge about the pen, how could you apply this to whatever you need a pen to do? Analysing If you are able to take apart the pen, what is the function of each part? What is each part’s importance and role in making that pen being able to do the task it is used for? Evaluation Is a pen the best way to write? Why/ why not? Creating Can you design a pen for a specific purpose?
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Caroline Ward Oxford University Press
An Introduction to Numicon
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© Oxford University Press 2013
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© Oxford University Press 2013
What is Numicon?
• A multi-sensory and active approach to
teaching maths – helping children grasp abstract
mathematical concepts
• Uses real-life contexts, concrete objects and
conversation – building a sound understanding
of the fundamental concepts and principles of
maths
• Developed from years of classroom experience
• All you need for easy planning, assessment and
tracking for the National Curriculum
• Proven to raise the achievement of children of
every age and ability
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© Oxford University Press 2013
Numicon is perfect for the
new Primary Maths
Curriculum
Numicon perfectly embodies the aims of the
new Primary Maths Curriculum:
• Develop fluency by using visual, practical
base to aid conceptual understanding and
recall
• Reason mathematically through the use of
concrete objects and spoken language to
explain and justify
• Become confident problem-solvers by
applying their learning to different real-life
contexts
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Why does Numicon make
a difference?
• Maths involves abstract ideas
• Maths involves spotting patterns and making generalizations
• It requires the understanding of number relationships
Written numerals and symbols alone do not make
this easy…
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Why does Numicon make
a difference?
+ =
5 3 8
Numicon Shapes enable children to
visualise the maths and to talk about it,
which embeds understanding and
confidence.
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Progression with Numicon
What does this
show?
What is this?
If this is 10… If this is 1…
5 is of 10
1 2
1
10
or 0·1
If number knowledge is well-embedded from
the start through the use of structured
apparatus, children can use their number fact
knowledge to access more complex areas.
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Progression with Numicon Children can also use structured
apparatus for concepts such as
percentages and equivalent fractions.
If the board is 1,
what does this
show?
1
6 =
2
12=
3
18
The counters show that:
57%
or 57
100
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Progression with Numicon Children can use number rods to help
them visualise new concepts involving
algebra and percentage increase.
How is this sequence increasing?
Each shape is made of a square of number
rods with another rod added on top…
How can we find 25% extra?
2 6 12 20
To increase a number by 25%,
we can show the proportions
with rods.
12 + 1 22 + 2 32 + 3 42 + 4
Using ‘n’ for the number rod, we can
write the nth term as:
n2 + n
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Breaking Barriers
• is specifically designed for teaching children who experience
particular difficulties learning maths
• develops core understanding of key number concepts with
suggestions for real-life contexts
• contains expert guidance and a structured progression of activities,
planning and assessment
• now includes activities for 2-digit numbers, multiplying and dividing
and a practical introduction to fractions
Numicon Breaking Barriers is specifically designed for
teaching children with special educational needs and
disabilities, and those working well below age-related
expectations. This revised and extended of Closing the
Gap with Numicon:
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Numicon in the classroom
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© Oxford University Press 2013
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Helen Baggs Therfield School
Demonstrating a Literacy Snowball
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Literacy snowball
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Today’s Question – How do I improve my End of Unit test mark?
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Today’s Question – How do I improve my End of Unit test mark?
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Characters
Quotations
Inference
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Today’s Question – How do I improve my End of Unit test mark?
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Deduction
Structure
Dialogue
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Today’s Question – How do I improve my End of Unit test mark?
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Narrative
Persuasion
Alliteration
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Becca Dowell West Hill School
Using sensory stories to promote the curriculum
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Using sensory stories to promote
the curriculum
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What is a sensory story?
text + sensory stimuli
The boy was crying + water being trickled down a pupils face
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The benefits of sensory stories
• Can be used to support ALL learners
• Boosts learning
• Engaging and exciting
• Can be used to across the curriculum
• Can be used to introduce new sensory stimuli
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Use across the curriculum
Literacy- reading
Food technology
Maths
Literacy- communication
Science
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A midsummer
nights dream
Film clip
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Top tips
• Familiarise yourself with the story
• Choose the most exciting sensory stimuli
• Keep it simple
• Be enthusiastic
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Helpful links
Pete Wells sensory stories http://www.portlandcollege.org/curriculum/sensory-stories/
Twinkl sensory stories http://www.twinkl.co.uk/resources/specialeducationalneeds-sen/sen-sensory/sen-sensory-stories
Activity ideas http://ginadavies.co.uk/ https://www.facebook.com/ginadaviesautism/
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10 MINUTE BREAK
Please feel free to network, get a drink or speak to a presenter