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Inclusive learning Increasing the presence, participation and achievement of all learners Sally Farley Statistics • 7-10% of the population affected by Dyslexia (Smythe & Everatt, 2000) • 2 out of 10,000 children have Asperger’s Syndrome (www.autism.org.uk) • Up to 1 in 20 children have ADHD (BBC News, Oct 2006) 7 Principles of Inclusive Learning 1 To celebrate diversity, variety and difference 2 To cater for all learning styles 3 Linking and weaving 4 Prioritising high interest subject matter 5 To develop a leadership style based on trust 6 To encourage positive group dynamics in the classroom 7 To accommodate individual needs Difference What is the same? me classmates Who is the cleverest? 1. David Beckham 2. David Attenborough 3. The Dalai Lama 4. Sigmund Freud 5. Henry Moore 6. John Lennon 7. George Bernard Shaw 8. Charles Babbage Howard Gardner’s Theory Linguistic Naturalistic Intrapersonal Spatial Multiple Intelligences Bodily Kinaesthetic LogicalMathematic Interpersonal Musical Video • http://www.youtube.com/watch?v=9PoX3afiK x0&feature=email Preferred learning style? Visual Auditory Kinaesthetic Reading and Writing (Fleming & Baume, 2006) “Learning is experience…. ….Everything else is just information.” Albert Einstein Learning MEANINGFUL INFORMATION perceived communicated memorised manipulated internalised Ross Cooper’s Research 2/3rds of people prefer to think in images • 8% of all learners ONLY think visually • 5% of non-dyslexic population • 33% of the dyslexic population * • 4% of the population ONLY think verbally • 3.5% of the non-dyslexic population • 8% of the dyslexic population (Cooper, 1995) Dyslexic learners can be found at the extremes of the general population when it comes to visual and verbal thinking. dyslexia friendly teaching = learner friendly teaching Visual Strategies Venn Diagrams Time lines Mind maps Kinaesthetic strategies • • • • • Embodying Role play Cuisenaire rods/shells/stones Cut-outs/magnetic letters Modelling clay We can make sense of information Sequentially A B C Holistically WOW! D E Learning Styles Revisited • ‘Individuals have a range of different ways of making meaning while learning’ (Ross Cooper, 2006) • Meaning is constructed from experience • Multi-sensory experiences are more effective because it is easier for all learners to construct meaning from them • When experiences are meaningful we simply have to rely less on memory • If learners have a negative experience of learning they will construct meaning from that – i.e. that they don’t like the subject/teacher/institution/themselves • If we don’t adopt multi-sensory teaching methods we create barriers to making meaning, like insisting that deaf learners listen So….. If a child can’t learn the way we teach we must teach them the way they learn Multisensory learning = Inclusive learning Active participation Different strengths play different roles High Interest Learning Emotional engagement = intrinsic part of learning process (Damesio 1994) • • • • • • • Controversial issues Collaboration to solve authentic problems Pop songs Text/msn language Computer games Movies Individual interests 2-Footed Questions Learner’s own experience Target learning Virtuous circle Multisensory learning Interactive experience Success Enjoyable learning environment Pedagogical Leadership “Creating a classroom culture that students want to belong to.” (Herbert Puchta, 2009) How to create trust Students feel secure, valued and respected Teacher models Carl Rogers’ ‘core conditions’ Safe learning environment Students learn, flourish and take risks Students trust teacher Carl Rogers’ ‘Core conditions’ • Unconditional Positive Regard • Empathy • Congruence Something you are good at…. When did you know you were good at it? How did you know you were good at it? How did you get better at it? “Really well done!" Praising Acknowledging Encouraging Confidence Motivation inclusive language • You are very lazy. • I don’t think you tried your best on this piece of work. instructions • Before you start the question I want you to look at the example on the board. • Look at the example on the board….now start the question. • Don’t look out of the window when I am explaining this • Look at the board when I am explaining this • You’re not listening • I need you to show me you are listening • You did the first half well but you need to go faster. • You did the first bit well and you need to go faster. • You can do it now or miss the party later. • How can you get this done and go to the party later? • Why did you do that? • Tell me what happened • How did this happen? • What are you going to do about this? • What are we going to do about this? Empathy…who cares? • • • • Put yourself in their shoes Read and respond to classroom atmosphere Make your students feel ‘at home’ Monitoring and mentoring Congruence Consistent + Real = Trustworthy Positive Group Dynamics Ground rules Shared understanding of behaviour and attitudes Democratic classroom culture Team building Common Task Working as a team Supportive environment Collective Identity Shared sense of purpose Accommodate Individual Needs The Constant Gardener! ASK! Parents Specific Strategies Work with strengths Reflect and Consolidate 3..2..1! 3 things I remember 2 things I can use 1 thing that surprised me