SPOTLIGHT ON SEND


Challenging ourselves to improve learni n g outcomes


In her latest art rticle for Education


Today on SEND, independent Specialist Teacher and Assessor JOANNE GLADDERS thismonth stresses the import


rtance of practitioners continuing to


challenge themselves to improv e learning outcomes for all pupils.


Picture the scene; every learner within our schools accessing strategies and learning that meets their individual needs. Every learner within our schools reaching their full potential regardless of their learning needs. I recently attended a dyslexia and dyscalculia conference and the main message was to always challenge what we do as practitioners in order to improve learning for all our young people. In the normal working day, with the challenges that face us as practitioners, this might appear as a bridge too far at times. Surely though, if we identify what helps each individual learner’s needs then we move away from identifying which learners need help an d providing intervention for a few into providing prevention for all. Approximately 20%of the population are dyslexic, 6 in a class of 30. Of these, 4%are severely affected and require specia addition to that 20%there is a range of further learn our classes.


ing needs within list support. In


NeilMcKay, who created the Dyslexia Friendly School, advocates that if we make our classrooms and lessons dyslexia-friendly, we are catering for all learners and enabling them to make progress. His mantra is that “Most can learn most things given enough time and appropriate teaching.” Neil suggests that only 15%of a lesson should be new information; that at least 80%of the class need to be firm in their current learning before moving on and that all lessons should build on previous learning by beginning with a short review of tha t previous learning. Also, at the end of each lesson there should be an opportunity for learners to demonstrate mastery.


Neil believes that in an ideal world a lesson should have high impact with consolidation strategies. His ideal world lesson looks like this:


Start with a review of the previous lesson.


Teach new concepts and skills – teach in a way that they are right first time.


Drill down into the learning from the previous lesson.


Check for impact at least twice through AFL, Quizzes etc


Much less new stuff in each lesson but build upon learning.


80%FIRMin their learning before moving on.


End with a learning check from the current lesson.


If time is spent ensuring that learners understand and engage with their learning in the long run, this will pay dividends in their achievements. Unfortunately, with the swift pace of our curriculum and the sheer amount of subject matter to be taught, is this unrealistic? Perhaps time could be given to consolidation in the ‘non examination years’ to enable the building blocks of learning to be cemented into place.


So, is the scene of every learner within our schools accessing strategies and learning that meets their individual needs pie in the sky thinking, or could it be a reality with some tweaking of our curriculum delivery and rethinking how we do things? That’s the challenge, will


Decemb e you rise to it?


A growt


SPOTLIGHT ON SEN D wthmindset for


pupilswith SEND Thismonth, in her regular


Education Today column on all aspects of SEND, KA SARGINSON, Deputy


KATE AT


Headteacher and SENCO, askswhether the concept ofmindset is relevant to SEND practice.


The concept of pupil’s mindsets impacting on their achievements as learners has become a hot topic in recent years. Professor Carol Dweck set about researching why pupil’s attitudes about failure vary and how they responded when faced with educational challenge. Dweck coined the terms ‘fixed’ and ‘growth’ mindset to describe the two reactions to difficulties. She advocated a classroom culture of the latter where mistake making is an accepted, celebrated even, part of the process of learning. Does the concept of mindset have any bearing on pupils with special educational needs?


Educators have been encouraged to recognise psychology at play in the classroom. It can be too easy for pupil’s focus to be on getting the right answer and receiving that all important tick i n their book, but considering mindsets puts increased focus onto the actions that result when faced with failure, when pupils feel something other than ease and positivity. Dweck’s work emphasizes that all pupils should feel safe to fail and teachers should model and encourage making mistakes to show that it is a natural part of the learning process and should not be feared or avoided. Teachers should communicate to pupils that they recognize how difficult learning can be and develop a trusting relationship so pupils aren’t afraid to get it wrong. Dweck promotes the idea that the brain is malleable; if pupils ask questions, actively participate in the lesson and practice they are able to strengthen their brains, and as result they will pus h through problems, take risks, and ultimately achieve. However, a common misconception is equating growth mindset with effort, which has implications for pupils with SEND as it may not be a case of simply trying harder. Dweck writes; “Students need to try new strategies and seek input from others when they’re stuck. They need this repertoire of approaches—not just sheer effort— to learn and improve.”


Pupils with SEND often have to work hard to try to understand, retain and apply knowledge and skills. By rience difficulties learning and thereb iar with facing challenges. They are a


close famil expe


lso more likely to work y are more likely to be definition, pupils


ly with teachers and support staff, and have reduce d


misgivings about asking for help. Pupils may find themselves not being able to grasp or recall concepts, they may be accustomed to failure from an educational career typified by being unsuccessful in comparison to their peers in the classroom. Persevering in the face of persistent cognitive, sensory, social and emotional needs could be seen as making such pupils experts in the application of a growth mindset model.


It could be argued that pupils who usually find learning easy and enjoyable have further to go to change their mindset than those with special educational needs.Many pupils with SEND experience struggles and failure on a daily basis. Significant amounts of energy are used in overcoming numerous barriers to learning. For many pupils with SEND, trying to succeed can be a lifelong mission. Perhaps there is much we can learn about the gritty reality of having a growth mindset from such pupils.


(Quota (Q tation fro fr rom Ca September 2015.) r 2019 2019 wwweducation-toda y.co.uk www. Carol Dwe weck Revisisits the Growt wthMindsindset,


.co.uk 91 t, 22nd


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48