SEN strategies or just good practice for any classroom? – This article originally appeared in Issue 48 of the UKEd Magazine. Click here to view.
Some people might think these are SEN strategies, but I think they are just good practice for most students. Why label students with a diagnosis or learning strategy, when it can make them uncomfortable by treating them differently. By building a toolkit of strategies that many students respond to, without the labels, I meet their needs as individuals and as a group.
Here are 10 –
- Establish clear rules and expectations as a group. Joint ownership of rules, means students are more likely to live by them.
- Be consistent.
- Use SMART tasks and SMART learning outcomes.
- Shorten tasks if students regularly lose interest during lessons.
- Recap chunks of lessons regularly with what has been achieved, not what hasn’t?
- Include more active learning and less academic activities and assessments.
- Encourage movement, e.g. rearrange seats and classroom set up during the lesson. Do students need to be seated in a row?
- Replace text in handouts with visuals, or use both to accommodate more students.
- Recognise that not all incidents need intervention. Focus more on positive behaviour and effort.
- Recognise that interventions do not need to be done in front of the class.
@eddiemconlon Numeracy and ICT Lecturer – Belfast
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