Designing lessons

1
Designing lessons

• Lesson design for inclusion

2
Group membership

• 1 Peregrine Carvalho
• 2 Anne Cullum
• 3 Elliot Fabian
• 4 Jane Hamer
• 5 Claire Robins

3

• Knowing your pupils.
• The first step towards inclusive teaching is to
  find out about each individual. Groups of pupils
  who are at risk of underachieving may be those
  who
• Are black boys of African Caribbean heritage
• Have identified special educational needs
• Are white working class boys
• Are learning English as a foreign language
• Are from Roma or traveller families
• Have arrived at school after the normal point of
  entry for the phase
• Are girls who are in a minority in the
  class/group
• Are designated Gifted and Talented

• Pedagogy and Practice Unit 4Lesson Design for
  Inclusion
• How would you know if a school was truly
  inclusive? What might the indicators be that
• There is a fair deal for all pupils
• The school overcomes any barriers to learning for
  individual pupils and groups
• The schools values are clearly reflected in
  day-to-day practice

4
Objectives agreed by group

• Each member of staff has explored the principles
  for inclusion in a different context in their own
  subject area.
• This can be seen on a separate power point
  presentation

5
Actions undertaken

• Identify students
• Modify SOW for focus group (Sept-Oct)
• Considering Learning Styles
• Report Back to group on Learning Styles

6
Key findings

• There are many ideas included here for specific
  projects however in all cases the following
  elements were always relevant in effective lesson
  design for inclusion
• Reference to personal experience of other
  cultures put learning in context and starter
  activities
• Making use of a wide range of learning styles and
  starter activities to motivate students
• Creating a non threatening environment by
  differentiating activities for all learners.
• Increase a sense of ownership of learning and
  making use of student voice as an integral part
  of learning