Special Educational Needs in Mathematics part ii How do professionals learn

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Special Educational Needs in Mathematicspart
(ii)How do professionals learn?
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Developing Expertise in Teaching
Social Filter
Which sources influence?
Habitual routines
Planning, problem solving evaluating
Metaprocesses
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How professionals learn and develop
Improved by
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Single and double loop learning
Step 1 Identify problem/ discrepancy between
expected and actual
Step 3 Generate select and implement solution and
corrective action
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Through the ages 1978

• Categorisation perpetuates the sharp distinction
  between two groups of children-the handicapped
  and the non handicapped- and it is this
  distinction which we are determined to eliminate.
• Based on your experiences has this happened?

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Change of attitudes

• All pupils entitled to same broad and balanced
  curriculum
• Taught alongside peers
• Teachers professional role is to provide a full
  range of appropriate learning exp.
• True/fair realistic??

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Assumptions and perspectives

• difficulties in learning can be viewed as a lack
  of match between pupils and tasks. This indicate
  a breakdown in the relationship between students
  and curricula. It must direct us to find
  materials that are appropriate to the capacities
  of the pupils rather than to the identification
  of failing pupils. Open University 1992 (how do
  you feel now?)

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Teacher perspectives

• Classroom practice related to the ideas they hold
  about how students learn.
• Looks at strengths and weaknesses
• We should avoid making the term special a
  euphemism for lesser high expectations, backed
  by adequate resources and well trained (educated)
  teachers have changed lives. Do you feel this to
  be possible/to believe in!

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Activity Break
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Planning and SEN

• Cause and Effect. As before training
• Hyper rational planning MTP and Framework.
• Schema represented by the plan
• Benefits of planning, pedagogy and evaluation
• The challenge of SEN?

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Some questions to askreflective based on your
experiences

• How are pupils identified and assessed?
• How is provision organised and managed?
• What resources are available?
• What is the range of SEN?
• NC requirements?

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Terms used (did you observe this?)

• Cognition and learning NFER scores NVR, VR.
• Specific learning difficulties.
• Behavioural and social difficulties.
• Communication and interaction difficulties.
• Sensory and physical.
• difficulties with texts.

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Teaching and learning strategies

• How do teachers and schools create learning
  environments that support a wide range of
  students?
• Part of the answer lies with the school and
  policy
• Part also must be with the teacher

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THEORY BREAK
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Proceptual understanding Gray and Tall
The ambiguity of notation allows the successful
thinker the flexibility in thought to move
between the process to carry out a mathematical
task and the concept to be mentally manipulated
as part of wider mental schema.
(CONNECTIVITY) The less able are doing a more a
difficult form of mathematics. Which eventually
causes a divergence between them and their more
successful peers.
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Van Heiles and Procept

• VH1 Visualisation
• VH2 Attribute of shape
• VH3 Informal deduction
• VH4 Formal deduction

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Differentiation

• Differentiation is the process by which
  curriculum objectives, teaching methods,
  assessment methods, resources and learning
  activities are planned to cater for the needs of
  individual pupils.(NC 1991)
• Setting, banding, groups, class, time access

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Activity Break
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Inclusive pedagogy

• Simply including pupils into mainstream school
  does not mean their needs have been met.
  (S.T.?!)
• Your observations
• Clear consensus on teaching strategies that
  create more inclusive classroom.(Sebba and Sachev
  1997)

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Key strategies (or were you sucked in to the
spinning plates and the plan?)

• Clear guidelines to principles in class
• Clear success criteria. simple and often
• One instruction only eg Ts and Zs (proceptual
  understanding)
• Regular feedback and progress
• A real commitment in terms of emotional energy.

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The use of ICT

• All the power of the computer to motivate
  interest and enthuse, through the use of
  graphics,movement and sound can be used() but
  we need to find alternative ways in which pupils
  can interact with the computer.(Learning
  schools programme, OU/RM 1999)
• How much ICT observed and what?

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Types of access to ICT

• Physical (large/magnified for eyesight)
• Cognitive(enhance and understand concept)
• Supportive(use of spell checker, ILS)
• Differentiated access.
• Did it make a cognitive/motivational difference?
  (9r1 and ymxc dangers)

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Activity Break

• Uses of ICT within the Mathematics SEN Classroom

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Pupil Grouping

• Research evidence indicates that
  streaming/setting by level of attainment tends to
  demoralise students(Hallam 1996)
• Why set/stream?
• NFER(120 schools)/Kings College research(90).
• How do you feel about this?

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We are no longer confident of educating children
in tradition. Schools can not do the job of a
whole society, sustaining a tradition on behalf
of the whole community,an accepted set of
perspectives on human priorities and
Relationships a feel for the conventions of
common life they do a certain amount of damage
limitation in the context of a rootless social
environment, but cannot themselves sustain a
culture that can command a loyalty outside the
school gates, what they can manage by way of
civic and moral education is for the most part
encouraging general respect and
tolerance. (Richard Dimbleby lecture 2002
Archbishop of Canterbury)
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My Philosophy

• Everyone has needs.
• Everyone needs to feel special.
• Everyone needs to feel progress. EVERYONE!