Exploring Learning
(Post-Primary)
Confidentiality
Participation
Contributing to group learning
Asking questions/clarifying issues
Taking responsibility for your own learning
Please check that your phone is off
for the duration of the workshop
Exploring Learning
Working together in the
workshops will involve…
Exploring Learning
Workshop Overview
What? So What? Now What?
What?
(Descriptive)
What did you learn in ITE about ‘learning’?
So What?
(Interpretive)
Did it make a difference to you?
What impact does it have on your teaching?
Now What?
(Applicative)
What more needs to be done? How can you apply
what you know about ‘learning’ in your
classroom?
Exploring Learning
What is Learning? Time to Reflect…
Exploring Learning
The 7 Principles of
Learning
 The social nature of learning
 Emotions are integral to
learning
 Recognising individual
differences
 Stretching all students
 Assessment for learning
 Building horizontal
connections
Exploring Learning
 Learners at the centre
Understanding the
fundamentals of how we learn
allows us to address more
effectively the conditions in
which successful learning can
occur.
(OECD, 2012, pg. 3)
“I believe that well-informed
educators can take a small
step from brain research and
create and apply a
reasonable strategy in the
classroom that will help
many students take a giant
leap in their learning.”
Martha Kaufeldt - Teacher’s Change Your Bait!
What would the
seven principles
look like in my
classroom?
Exploring Learning
Group Discussion
Exploring Learning
Information about Learning
How do you as an NQT get information
about your students learning and
strengths?
 School Information
 Other Teachers and Personnel
 School Self-Evaluation
 Student Questionnaires
Exploring Learning
Learning about our students - Theory
Design a reflective tool,
questionnaire, mind map,
fishbone, concept map, flyer,
activity, strategy, methodology,
worksheet…….. to gather
information about how
students like to learn in your
classes?
Be creative and we will collate
and share the work with you on
the NIPT website.
www.teacherinduction.ie
Learning Profile
What helps me
learn?
What makes
learning a
challenge?
What helps me
behave in class?
What makes good
behaviour a
challenge?
Exploring Learning
Learning about our students –
practical application
• Classroom environment
• My feelings and
emotions
• Me as an individual as a
learner
• Activities
• Rules and routines in
class
• Behaviour helps and
hinders
• ICT in class
• Homework
• Inclusion in class
• Encouragement and
support
• Feedback on work and
assignments
• Group and individual
work
• Connections to other
subjects and wider
society
Exploring Learning
Possible areas/ideas to include:
• School Community
SEN Coordinator, Resource/Learning Support
Teachers, Tutor, Year Head, HSCL, Guidance
Counsellor, Parents
• NCSE, SENO, NEPS, Visiting Teacher Service
• DES, SEC, SESS, NIPT, NBSS, PDST, NCCA,
HSE, CTYI
Exploring Learning
System Supports for Learners with
Additional Needs
Exploring Learning
Bloom and Learning - A Reflective Exercise
1. What are percentile scores and where will we see them
in relation to learning information?
2. What is the difference between learning support and
resource provision?
3. What are low and high incidence of SEN naming at
least 3 of each?
4. What does Dual Exceptional describe?
5. What is the general allocation model - GAM?
6. What core documents direct teachers in supporting
students with additional needs.
Exploring Learning
Language of Special Education
1. Percentile scores
2. Learning Support v Resource
3. Low and high incidence
4. Exceptional students (including dual)
5. General allocation model (GAM)
6. Code of Professional Conduct for
Teachers (Teaching Council 2012)
Exploring Learning
Language of Special Education
www.sess.ie
www.sess.ie
Cognition and
Learning difficulties
Dyslexia, Dysgraphia,
Dyscalculia
General Learning
Disability
Borderline, Mild,
Moderate, Severe,
Profound
Behavioural and
social difficulties
Communication
and Interaction
Difficulties
Emotional
disturbance and/or
behaviour problems
ODD, CD, OCD
Autistic Spectrum
Disorder (ASD)
Autism, Asperger
Syndrome
Attention Deficit
Disorder (ADD)
Hyperactive
Inattentive
Combined
Specific Speech
and Language
Disorder
Assessed Syndromes
Sensory
Impairment
Exploring Learning
Learners with Additional Needs
“The general allocation of teaching resources
ensures that schools have a means of providing
additional teaching support to pupils with
learning difficulties and special educational needs
arising from high incidence disabilities without
recourse to making applications on behalf of
individual pupils.”
SP ED Circular 02/05
Exploring Learning
General Allocation Model (GAM)
Exploring Learning
Circular 70/2014
(DES, 2007, pg. 71)
Exploring Learning
The mainstream teacher has
the responsibility for ensuring
that all students, including
those with special educational
needs, are provided with a
learning programme and
environment that enables
them to gain access to the
curriculum and to advance
their learning.
Code of Professional Conduct for Teachers
Teachers should:
1.2 acknowledge and respect the uniqueness,
individuality and specific needs of pupils/students
and promote their holistic development
1.3 be committed to equality and inclusion and to
respecting and accommodating diversity including
those differences arising from…disability…
4.5 develop teaching, learning and assessment strategies that
support differentiated learning in a way that respects the
dignity of all pupils/students
5.1 take personal responsibility for sustaining and improving
the quality of their professional practice
Exploring Learning
(Teaching Council, 2012)
Maja
Orla
Connor
Katie
Kadi
Daisy
Each group will look at one
student, firstly identifying each
student’s:
• Strengths
• Implications for teaching and
learning
• Adaptations for practice
Exploring Learning
2-Oak
•
•
•
•
•
•
•
•
•
Teacher knowledge, enthusiasm and responsibility
for learning
Setting clear expectations
Consistency
Encouraging active learning
Involvement of students
Emphasis on understanding not just getting the
right answer
Variety of teaching strategies
Awareness of the environment: design, seating,
light, space
Assessment for learning
Exploring Learning
Factors that support effective learning
for all students
• Inclusion of Students with
Special Educational Needs: PostPrimary Guidelines (DES, 2007)
• Learning Support Guidelines
(DES, 2000)
• Supporting Students with Special
Educational Needs in Schools
(NCSE, 2013)
Exploring Learning
Documents and publications that
reference core learning elements
•
School Matters: The Report of the
Task Force on Student Behaviour in
Second Level Schools (DES, 2006)
•
A Continuum of Support for PostPrimary Schools: Guidelines for
Teachers (NEPS, 2010)
•
Code of Professional Conduct for
Teachers (Teaching Council, 2012)
•
Towards a framework for the Junior
Cycle, Innovation and identity
(NCCA, 2011)
Exploring Learning
Documents and publications that
reference core learning elements
Professional Support Groups
NIPT School Support Service
www.teacherinduction.ie
Contact the NIPT
info@teacherinduction.ie
Please ask your Facilitator or EC for the contact details
of the NIPT RDO assigned to your EC
To ask for support is a sign of strength…
Exploring Learning
Additional Support