Published on March 22nd, 2013 | by What2Learn0
Adapt teaching to respond to the strengths and needs of all pupils
QTS Part One (Teaching), Strand Five: Adapt teaching to respond to the strengths and needs of all pupils.
Amplification of scope:
What will your mentors be looking for?
- An ability to form an accurate view of the progress, well-being and needs of learners in your classes.
- An understanding of how different backgrounds and influences can impact on learning.
- An understanding of how various factors can present barriers to learning, progress and well-being, and how these barriers might be overcome.
- A knowledge of whole-school policies and procedures that can affect learning and well-being.
- An ability to use school data on the learners in your classes to identify targets.
- An understanding of factors which cause boys to underachieve.
- Reflection on the social factors that can impact on young people’s health, economic well-being and safety.
- An inclusive approach taken to your teaching, with an awareness shown of different groups and appropriately differentiated learning tasks and targets provided for each.
- A knowledge of who to go for to seek advice on different groups of learners (e.g. SEN, EAL, Gifted and Talented, etc).
- Use of data to inform planning for the support of groups and individuals within your classes.
- Use of Assessment for Learning (AfL) techniques in order to achieve personalisation.
- Opportunities taken to contribute to the promotion of community cohesion within the school.
- Awareness of the role colleagues can play in enabling personalised learning.
- Engagement of parents and carers to help meet learners’ needs.
- Awareness of the value of listening to pupil voice.
- Adapt use of language to ensure it is appropriate to learners’ age and ability.
What evidence could you include?
- Annotated school policies and handbook.
- Use student progress data to set individual and class targets when planning.
- Carry out (and annotate) research into the social factors which can impact, positively and negatively, on different groups of young learners.
- Plan lessons that have personalised learning opportunities for learners with specific needs, e.g. those with Special Educational Needs (SEN) or English as an Additional Language (EAL).
- Track a pupil with SEN for a day.
- Lesson plans and observations show that the needs of different groups (SEN, EAL, G&T, etc) have been considered and planned for.
- Use data to identify different groups within your teaching classes.
- Meet with the EAL co-ordinator or any Bilingual assistants to discuss ways of supporting relevant pupils in class.
- Plan lessons with differentiated tasks and resources which do not depend entirely on English language fluency e.g. visual aids and diagrams.
- Use results from assessment for learning to provide learners with personalised instructions on how to progress. Plan a lesson in which they are given the opportunity to make this progress.
- Prepare resources to support specific pupils in class.
- Plan challenging extension tasks for Gifted and Talented (G&T) students.
- Lesson observations that refer to language being appropriate to learners’ age and ability.
- End of term reviews by your mentor may make reference to elements from this Standard such as your communication skills.
- Analyse written instructions to see if they are appropriate to learners’ age (e.g. see //www.brighthub.com/education/k-12/articles/45344.aspx).
- Plan the breakdown of explanations into sequences of smaller chunks. Evidence will be within lesson plans and resources used in the lesson.
- Create and then discuss a card sorting activity (e.g. a ‘diamond nine’) to give learners an opportunity to develop and demonstrate their knowledge.
- Use and review activities which require more verbal contributions from learners (e.g. peer assessment tasks).
- Research and try out a range of teaching strategies which aim to ensure explanations can be understood by auditory, kinaesthetic and visual learners.
|The process of gaining a statement of educational need .|
|Practical steps to include and help special needs pupils perform.|
Detailed guidance on all strands of the QTS Standards and a free online portfolio for collating and managing your evidence towards meeting all of the Standards is available here.