Session 64 – Thursday 22nd September 2011

Session Title:

Differentiation in all it’s forms!

Summary of Session:

The session was prompted by an article from David Didau (@Learningspy) which generated lots of comments across a wide range of opinions. This session saw as much of a range not only across age groups but also involving SEN and different learning styles.
As often happens we did not come to any agreement other than it should lead to more children achieving more! The debate asked whether there should always be 3 levels of differentiation or whether that was more for assessment purposes. Some commented that true differentiation was really hard to achieve most of the time whilst other felt it came naturally to some but not others.
We moved into different types with many suggestions that it should be based on motivation from learners rather than teacher imposed. suggestions of ways to promote it included discussion and non-book based learning. That brought us into quite a fierce discussion about learning styles. Were they differentiation by another name or were they completely different?
All in all it was agreed that learning styles would provide the topic for another excellent session!

Notable Tweets from the Session:
@teachitso Perfect differentiation throughout a lesson would require mind reading abilities. Just do your best!
@KempsterD Many heads I have talked to have said they are differentiating by putting children into sets.Should we differentiate individually?
@JohnSayers My thoughts on differentiation are based on inclusion. Has everyone in the room got an equal opportunity to access learning
@fullonlearning differentiation is best done through questioning…AfL, student-led learning and stepping back to listen and learn from students.
@matt_bellingham I’m aiming for nirvana. Getting benefits of differentiation without low ability chn feelin worthless
@andywhiteway Best differentiation tool? The teacher’s voice. Adjust, adapt, react. #ukedchat
@dan_bowen #ukedchat lighting fires rather than filling cups!
@MissMcClusky pupils all take the same tests at the end of the year, if we differentiate class work shouldn’t end of year tests also be?

Tweet(s) of the Week:
@karliva89 if children don’t learn the way you teach….. teach the way they learn. Differentiation
@JamiePortman Differentiation gotta be the most challenging aspect of classroom practice. Crack that & you got a cracking teacher!

Notable Links highlighted During the Session:

@HilaryNunns Look at www.geoffpetty.com for differentiation resources. Brilliant! #ukedchat

About your Host:

Retired Head Teacher who has discovered the internet & blogging. Happy to help whether you are a little person or a big one!

Pre-Reading – #ukedchat 22 Sept – Topic: Differentiation

Is Differentiation for Learning or Assessment?

The inspiration for this week’s #UkEdChat topic came from David Didau better known as @learningspy. His post ‘Differentiation:To Do or Not To Do’ caused quite a stir. I got involved within the comments and as I was down to host the #UKEdChat session on Thursday 22^nd September, I thought it an ideal opportunity to widen the debate further.

Differentiation is no longer the new kid on the block. When I was  training it was regarded as something quite evolutionary. We had lots of in-set on it and it was something that not everyone ‘got’. Now of course you would question the competence of any teacher who did not consider it when planning lessons.

For the session on Thursday 22^nd September I would like you to read David’s article. I would like to discuss whether differentiation is a tool to improve learning or is it a tool for assessment? Are they the same thing? Can differentiation get in the way of free-thinking?

David’s post is here: Learning Spy

So….you have your homework! See you on twitter at 8pm on Thursday 22^nd September

Session 59 – Thursday 18th August 2011

Session Title:

How can we change the mindset that it is not ‘cool’ to achieve in school?

Session Summary:

This discussion aimed to deal with a situation that I am sure many of us have faced with children who are afraid to achieve because of how their peers will react and indeed how to deal with those children whole feel it is ok to bully others because of their achievements. Almost straight away the question was asked as to whether this was a discussion about praise or motivation and I responded that it was a bit of both. The discussion then moved on to the question of praise and more importantly how children react to praise. It became quite clear that children react to praise in different ways – some will love the public praise of an Achievement Assembly whereas others will dread these occasions. The point was made that praise and rewards need to be meaningful – we can over do stickers and certificates – and that the praise and reward that works for one age group can be completely ineffective for another. We also talked about who the praise comes from and how children can react completely to praise coming from outside school through tools such as blogs and Twitter. After the discussion I then came across this quote which I thought summed up this topic quite well – “We destroy the love of learning in children …by encouraging and compelling them to work for petty and contemptible rewards.” by John Holt.

The discussion then moved on to how to foster this love of learning and motivate children to want to achieve. We also looked at how to make low-ability children not feel threatened by the high achievers. Everyone agreed that every child achieves in some way and that all achievements, academic and non-academic should be praised. We also talked about how, as teachers, we have a responsibility to act as role models to show how much we enjoy learning and how we need to demonstrate our passion for whatever subject we teach. We discussed celebrating geekiness and how a teacher’s enthusiasm for their topic can be a very powerful motivational tool.

Notable Tweets from the session

@chilledteaching: I am going to throw down the gauntlet! Perhaps it is the disenchanted pupils in the middle who need more attention!

@GeekPeter: I think some students will try hard to achieve to please someone they respect, relationships with staff are very important.

@a_p_martin: getting families to value school achievement is crucial this can help create a groundswell in the whole community.

@mattpearson: Do you think that celebrity culture is partly to blame. Most celebs come across as anti-intellectual. Do kids latch on to this?

@DepJo: I think it’s about teaching children to work hard for themselves, not just to gain praise from others.. That inner self-confidence.

@EmathsUK: Kids would engage more if the curriculum was to the world that they will be adults in… it’s hundreds of years behind.

@joanne_rich: Chatting to teenage son & friend – yr 10 – say praise is only bearable in top set lessons not in mixed ability.

@mikeatedji: Why would you want to achieve if you felt you had no stake in the eventual outcome.

@EmTeaches: Role models must be relevant and aspirational to the chn, and able to talk positively about their own time at school.

Tweet of the week:

@LearningSpy: Stop mentioning praise! We don’t want childrenn to learn cos there’s something in it for them! We want them to love learning!!!

Highlighted links:

The taxonomy of the nerd

Nerd Venn Diagram

RSA – Changing education paradigms

ICT display – celebrating geekiness!

Why don’t boys want to be Lady Gaga? (looking at boys lack of role models)

The learning loop

Cybraryman’s motivating students page

Punished by rewards?

Do extrinsic rewards lower intrinsic motivation?

About your host:

Chris Leach is Head of ICT at an independent prep / pre-prep school in Northamptonshire. He has presented at Teachmeet’s and BETT and this was his debut as a #ukedchat host.

Chris’ blog is http://chrisleach78.wordpress.com

Session 57 – Thursday 4th August 2011

Session Title:

Creating an Inclusive Classroom

Session Summary:
Despite it being well into the summer holidays the discussion went at the usual fast and furious pace with 107 contributors and 885 tweets! As often happens in these debates, the definition of what we mean by inclusion took a lot of unpicking.

It was agreed that it meant being fair but there was the element of ‘fair to whom’? Did being fair to ALL mean that some had to miss out? Special schools were brought into the mix about how they cater for those youngsters often excluded by the mainstream. Exclusion itself was tossed around for a while. Is exclusion a contradiction of inclusion or a necessity? What about behaviour? If that is considered is it possible to have an inclusive classroom with ‘usual suspects’ in it?

As the discussion moved towards ideas on how to establish an inclusive classroom, the philosophy of the school was highlighted. That old chestnut of testing was also mentioned and how that is totally anti an inclusive approach. The difficulty of planning for inclusion across a week with possibly 25 individual lessons was a cause of concern for some. Is it possible to differentiate for 25+? Is this not positive discrimination? One group that was brought up was those pupils in the middle. It was felt that there was some attention on the extremes either SEN or gifted but does that mean that the middle gets over looked?

Among practical ideas were: using different methods of recording work especially those that used IT), displaying all work, the use of working walls. The use of questioning and language was promoted. Make sure everyone understands and has been able to contribute.

Notable Tweets from the Session:
@Nic5Harrison The inclusive classroom is about embracing differences – the curriculum is not a ‘one size fits all
@mikeatedji Inclusion of whom? Is it the same for all groups?
@jennah1000 is it alwys appropriate to include every child, regardless of issues?
@teachitso Severe behaviour problems held other kids back. Inclusion costs life chances
@davidhunter just teaching one child is an opportunity missed for another.
@cherrylkd SEN should have opp to mix with all abilities. Otherwise it’s not inclusion
@deerwood Working Walls and open doors are important for inclusion?
@BenRogersOVA Secondary teachers need to get into primary classes to see how it is done. Knowing the kids really well makes huge difference.

Tweet of the Week:
@deerwood Inclusion should benefit all pupils not just the ‘included’ pupil

Notable WebLinks Highlighted During the Session:
@mikeatedji http://bit.ly/rd4eqY
@PivotalEllie http://deck.ly/~5emCr
@chrisleach78 http://chir.ag/projects/team-maker/
@jodieworld http://bit.ly/oScAqf
@PivotalEllie http://bit.ly/opdpzY
@Catriona_O http://www.johnconnell.co.uk/blog/?p=2697
@PivotalEllie http://bit.ly/oEy0qR

About your hosts:

One of your co-hosts @theheadsoffice is a retired headteacher having great fun linking with class blogs and running 100 Word Challenge for kids

Session 38 – Thursday 24th March 2011

Session Topic:

Personalised Learning – Is it achievable?

Session Summary:

A fascinating discussion which looked at how it is possible to achieve personalised learning within classrooms at all levels. It was evident that the term ‘Personalised Learning’ had a different meaning to different people from different settings. Although ‘official’ definitions were offered, the ambiguity still remains. Is it really possible to personalise the curriculum for 30 individuals within a classroom envirnoment? Even more of a challenge to secondary colleagues who are faced with cohorts from different year groups within the same day – being faced with over 100 individual pupils within any day?
Assessment for Learning (AfL) was introduced into the discussion, as it was felt that this played a key role within Personalised Learning, however there were concerns expressed that if the curriculum becomes more ‘fact filled’, there will not be any space for personalisation.
Early Years practise was highlighted as a major player within the personalisation agenda, as practitioners have permission to stand back and watch pupils get involved in learning that interests the individual – using photographs can be powerful, it was claimed, to document learning and use for the basis of quality feedback. Perhaps this is a lesson that can be learned within all Key Stages. In this respect, the opportunity for technology (e-portfolios of some kind) could be used.

Eye Catching Tweets from the Session:

@GiftedPhoenix   the problem with personalised learning is that you can pretty much make the concept embrace anything.
@egalr     To me personalised learning means allowing children to take control of their own learning.
@primarypete_    I think for personalised learning to be successful, a complete change in standard pattern of T&L needs to occur. Must be ch led.
@mattbuxton10    PL works on 2 levels; kids study things which mean something to them ESP past14, & in ways they utilise their skills/interests.
@7puzzle       PL is setting the learning conditions, method and environment so an individual can perform at their best?
@primarypete_    I don’t have all answers but individual comps, targets & high TA levels would help but think it is ideology rather than reality.
@mattbuxton10    PL is much more than differentiation; same objectives, but flexible outcomes – how they demo their learning & understanding varies.
@MathsChatterbox    In a typical primary class – kinaesthetic+aural+visual learners x 3 ability groups = plan personalised learning for 9 diff groups?
@Catriona_O    #ukedchat -does  personalised learning require teachers to relinquish control of content and let learners take the lead?
@sarahjnl    sats are not personalised, job interviews are not personalised. There has to be a balance here.
@trainieteacher    #ukedchat When children can choose what they want to lean about they are more engaged and will achieve beyond expectations!

Tweet/s of the Week:

@davestacey     Current system is like battery farming, but with some having slightly bigger cages near the window. We need free range learning #ukedchat
@marc_faulder     For me personalised learning follows ch interests by observing, talking and listening. plans reflect interests to motivate chn #ukedchat

Web Links Highligted During the Session:

@GiftedPhoenix    20:06    #ukedchat The chart on p9 of this DCSF document might be a good example of the many facets – http://bit.ly/dQZTcV
@jennitonic80    20:07    #ukedchat http://nationalstrategies.standards.dcsf.gov.uk/node/83151 definition here
@Ariellah    20:15    Great reading on #personalized Learning, The what and how  http://bit.ly/iggYoc #ukedchat
@colport    20:35    Principles behind AFL -  http://yfrog.com/h21oncvj #ukedchat
@malcolmbellamy    20:40    fr e-portfolios see http://j.mp/dSgJv6 #ukedchat

About your host:

KS1 teacher currently responsible for ICT and Assessment within school.

Session 35 – Thursday 3rd March 2011

Session Title:

How can / do we enable students to discover the joy of reading? Tips for success?

Session Summary:

Tonight, in honour of World Book Day and World Book Night the discussion was all about reading and promoting reading with students, parents and staff.
We had great contributions from teachers, librarians and education experts about strategies for engaging readers.
Contributors also reflected on the use of different reading materials, encouraging people to read anything – books, magazines, manga comics – anything they wanted to.
Individuality was recognised, with students encouraged to read silently, in pairs or even collaboratively, whatever they preferred.
Contributors also discussed that practitioners should lead by example; discussing their latest read in the classroom, assemblies or even just by carrying a book around in their bag.
And the use of digital technology was touched on, with some teachers encouraging students to read blog or play games.
In all a very positive and motivating session in honour of World Book Day.

Notable Tweets from the Session:

Parents need to model the behaviour of enjoying regular reading, as with all other things! (@informed_edu)
Never be seen without a book sticking out of your bag/in your hand. Talk about books all the time. Be a ‘mad’ enthusiast. (@SusanElkinJourn)
Never never never ‘rubbish’ anything kids have enjoyed – even if you don’t reckon it much. (@SusanElkinJourn)
We now have a few kindles which have really helped with reluctant readers. (@narthernlad)
I sometimes ask kids to give me a paragraph describing the book they would write. then look for ‘books like mine’. (@teachingofsci)
I do read a lot of teenage stuff so I can talk to the kids about it! And make recommendations, e.g Alison croggon from twilight (@hrogerson)
we have literacy days where local people from all industries form a panel and are questioned by students on books, literacy… (@Sport_ed)
Film or TV tie-ins often work well, graded readers can be a good starting point for leading on to the full-blown book (@ColinTGraham)
read up to a cliff hanger then just ‘happen’ to leave the book lying around – always worked with my class! (@JaneWoods3)
I love audiobooks in class – they should hear other voices (@Joga5)
We were asked to begin lessons today by sharing a favorite book. Read ‘Hitchhiker’s Guide to the Galaxy’ to my classes. Awesome! (@Arakwai)
Having the same book in different formats ( and using them side by side) changed the experience of reading into something fun (@playactivities)
Take them to the public library and introduce them to its wonders, including the staff (while they still exist!) (@SusanElkinJourn)
I find some children just don’t like novel style books & will happily read comics, text online, poetry & play scripts. (@ICTmagic)
Run books evenings/sessions for parents & children. Try to persuade parents to understand their job as reading role models. (@SusanElkinJourn)
Reading stories is vital, but ‘telling’ stories is just as important. It fosters creativity and imagination (@acevansIT)
Can have kids/parents/grandparents reading events – lads night with chips & James Bond books, girlie ones with cupcakes & chicklit (@LibWithAttitude)
*So* important to give a choice of books, e-books, magazines, comics etc so they know reading can be about what they want (@misshbond)
Kids that don’t enjoy solo reading often love reading plays in groups , great ones from Rising Stars & others, social and engaging (@LibWithAttitude)
I run a weekly lunch club for yr 7 and parents to come and read, paper, magazine, joke book, car manual whatever they like (@guernseylibrary)
My class blog in school & at home & the kids love to read this in registration. Often put the feed on the whiteboard. (@ICTmagic)
Short stories are a good way to re-introduce disaffected readers. Sometimes the length of longer stories is an instant obstacle (@te_ach_er)
reading together has huge benefits on the emotional development and relationships too (@dhulston)
the power of role model is huge I have photos of staff ‘caught reading’ on Walls to library (@guernseylibrary)
Sounds small, but am going to take a book in tomorrow and read at same time as children do (@TeacherTalks)
designing book jackets can be a way to get the more artistic to develop an interest in books. Also producing comics. (@doc_gnome)
I once did a books version ‘desert island disc’ with my class which worked really well. The group had to agree on 10 books. (@ICTmagic)

Tweet of the Week:

#ukedchat I think it is important that staff model. always have one of the books i’m reading in easy view and talk about it with kids (@curricadvocate)
This is really key for me, modelling best practice. Many contributors mentioned this.

About your Host:

I’m a Skills for Life practitioner who also has a background in producing online learning content. At present I work with The Reading Agency @readingagency on their adult reading projects, support Skills for Life learners in the workplace and develop online learning content for Higher Education learners @succeedatsolent
I’m based in Southampton, but am a Cornish lass at heart.
You can follow me @mushychelle

Session 29 – Thursday 20 January 2011

Session Title
Closing the Gap: Why is the achievement gap between rich and poor children so wide in the UK? What can be done to close the gap?

Session Summary

The UKedchat session this week was suggested by Film Club UK back in November 2010, when they were holding a conference designed to get participants thinking about the educational gaps between rich and poor children in UK society. It proved to be a fully engaging sessions starting off looking at parental involvement, and getting parents more involved from deprived backgrounds. The lack of support some pupils get from poorer families was evident in the discussion, while richer families can afford to pay for opportunities to widen experiences. It was highlighted that there may be deep routed problems which get in the way of pupils from deprived families, however it was acknowledged how some people have such a low value to the education system due to their own poor experiences, accepting their place in the world without constructive challenge.

The discussion moved on to teachers expectations of pupils, and whether the profession being ‘middle class’ was a de-motivator for pupils and parents from a deprived background. The issue of streaming was raised, with the question of whether streaming pupils (in primaries or secondaries) helps widen the achievement gap. A few participants advocated that they would like to fully endorse mixed ability teaching although other contributions noted that streaming can really support those pupils who need that further provision. This is an interesting area as memories of streaming from participants own experiences as pupils were shared, with some admirable stories of achievement despite being streamed at lower levels in their own schooling. Basically, some pupils appeared motivated by this, whilst others go the other way, with more negative outcomes. The importance of personalisation was noted. I liked the question raised; how would you feel being “streamed” in staff meetings. Anyone else think they’d be resentful? – That summed it up for me.
The discussion moved to self-belief and self-esteem. We were reminded that the power of the teacher needs to be remembered, as our comments (flippant or not) can aid or destroy confidence in just one statement, and as a profession can inadvertently classify pupils based on their name, ability, social group and expectations. Some of the answers can be found within personalization, collaboration, peer feedback, and co-construction, so it’s not all doom and gloom, but teachers and the education system still has a big part to play in finding an answer in the closing the gap debate.

The Full Archive is available to view/download at http://www.scribd.com/doc/47277262/Ukedchat-Archive-20-January-2011

Eye-Catching Tweets:
@missbrownsword – the gap is already there when the children start school.
@filmclubuk – @colport One of the main things that emerged was the need to provide a range of experiences that kids might not get elsewhere.
@jodieworld – The curriculum needs to change and be flexible so that schools can choose the right approach for them in all areas and parental involvement needs to improve in deprived areas. Often the parents do not have the skills to pass on.
@Creativeedu – I have noticed a huge difference in parental involvement in schools in poorer areas vs richer areas.
@hairysporran – having worked in a school at the bottom of the tables for 10 yrs its stunning the lack of parental support you get. apathy!
@Arakwai - Feel strongly a big part is lack of self belief & low expectations. Heart-breaking to see bright kids not believing they are.
@Creativeedu – There can often be deep problems which get in the way of learning in deprived areas.
@VMM40BUG – Scary how some parents undervalue education, accept their ‘place’ in the world and pass these aspirations onto their children.
@didactylos – parents who had a bad experience of education remain alienated and isolated from its benefits for their kids.
@bevevans22 – @cleverfiend Yes – -if parents found school daunting or difficult they can pass on that vibe to children.
@didactylos – the culture of learning a child may experience in a school is less than 25% of their day’s overall experience… an issue?
@tonycassidy – As a child I sadly experienced the low expectations of some of my teachers, not my parents.
@jimbo9848 – It is at best wrong to trick people into our cultural curriculum models and notions of schooling. There’s a lot of blame going on!
@pete_mulvey – Less well off: Perceived lack of ambition and motivation with lower expectations of success.
@tonycassidy – What are we aiming for with students? Material success, or personal contentment, or both?
@hairysporran – have also found this yr that teaching pupils from yrs 5,6,7,8 in same ability class has helped engage older pupils in lessons.
@bevevans22 – @colport we stream because we get a huge influx of pupils with specific needs due to school reputation in that area.
@DrAshCasey – reading John Medina’s brain rules & he says we need to have smaller class sizes and stop assuming that learning is equal with age.
@tonycassidy – @colport I experienced between grouped by ability in one classroom, whilst I was at primary- hated it.
@ParsleyBill – I failed my 11+ and seriously believe it scarred me for life. Makes you feel inferior.
@phillengthorn – I’m currently teaching bottom Y11 and i think they do set themselves lower expectations.
@jodieworld – there was a study once where a teacher thought he was teaching top set but was teaching bottoms. They did better than the top set!
@Creativeedu – I was at a low achieving primary school. It was very uncool to try hard….
@janwebb21 – @bevevans22 it’s why personalisation is SOOO important – one size doe NOT fit all.
@Kerileef: @colport – remember that ‘closing the gap’ in exam results etc isn’t really the purpose of education, just a proxy?
@Catriona_O – @colport only that we’ve bn trying 4 3 centuries now and still haven’t cracked it. In fact, R we nearer, or further away?

Tweet(s) of the Week:
In such an engaging session, it is difficult to pinpoint just one tweet, so here’s a selection of those which resonated with me:
@jodieworld – how can someone aim for a life they have no exp. of? we need to show them whats out there and let them set their expectations.
@pete_mulvey – Less well off: Perceived lack of ambition and motivation with lower expectations of success.
@DrAshCasey – I wrote once (reflecting on being 11 and in the bottom stream 4 everything) that I had no where to go and nothing to aspire to.
headteacher01 – Surely the key is grounded in our expectations of pupils? If our expectations are limited… then achievement will be too.
jackieschneider How would you feel being “streamed” in staff meetings. Anyone else think they’d be resentful?
@missbrownsword – high expectations, all the time, from all staff in school would be a good start I think
@bevevans22 – @colport Build a community, be supportive, have high expectation for all and make children ready for their future!! #ukedchat

However, I like this positive shout…

@JamiePortman – The gap would be even wider if not for us like minded teachers. Let’s celebrate successes, replicate them & spread the word!

Useful Weblinks Shared During the Session:
@Creativeedu = highlights for anyone who missed it at the time. relevant to #ukedchat http://ow.ly/3HoVr
@GiftedPhoenix – Here’s a creative proposal to engage grammar schools more directly in closing the gap – http://bit.ly/ed8BHf – #ukedchat
@CliveBuckley – The UK is ranked =43 in int table of spending on education (% of GDP) Guess #1? http://bit.ly/Va0jG #ukedchat
@hairysporran – if your lookin for models there is some good practice and interesting ideas here http://q2l.org/ #ukedchat
@AndrewManson1 – #ukedchat @Grevster73 @eyebeams – I went to a TeachFirst workshop from Sonia Blandford presenting ace evidence http://bit.ly/gRU5Z6
@Janshs – going to RT this from earlier http://www.timeshighereducation.co.uk/story.asp?storycode=414667 #ukedchat (re 11 plus etc)
@bevevans22 – Does anyone else here use the PASS assessment scheme to monitor well being? http://bit.ly/dTEflR #ukedchat
@Kerileef - @colport – see www.beyondcurrenthorizons.org – challenge 4 on future of work and employment.

Book Highlighted
The Elephant in the Classroom: Helping Children Learn and Love Maths http://www.amazon.co.uk/Elephant-Classroom-Helping-Children-Learn/dp/0285638475

About your host:
I current teach Year 2 in a primary school in Southport. I am assessment and ICT coordinator. I am studying for my Educational Doctorate…which is great!

Session 13 – Thursday 16th September 2010

Topic of Discussion

What is different between the ways in which boys and girls learn? Does it matter?

Summary of Discussion

The discussion started off with a period of clarifying the behaviour differences of the two genders. This included discussion of maturity, (boys are silly, immature, disorganised and girls are a distraction!!)
This then moved onto trying to define to what extent the comments were nothing but generalisations and to what extent they were based upon on truth. There was a fascinating question about whether teachers go into class with these preconceptions (perhaps more at Primary.) Should teachers seek to treat the genders as a blank canvas at the start of each academic year?
UKedchat then moved onto the role of teacher gender in tackling the issue. We saw the inevitable airing of questions of whether the low numbers of male teachers in Primary schools is a formative factor in the gender problems which manifest themselves in both Primary and Secondary schools.This was countered by many examples of schools where this has not been an issue and how it is down to relationships, use of technology and good teaching.
There were up to the half way mark attempts to define what is girl or boy friendly and whether they are exclusive of the other gender. The conclusion appeared to be that the approaches were often as effective for both. The issue of split genders in set and classes rose at this point with mainly very positive experiences of this in both primary and secondary settings.
In the second half the chat moved away from some of the generalisations to more specific suggestions and strategies.
It was pointed out that after half an hour a discussion of gender had mainly been about boys’ behaviour and achievement. At this point the issue of girls’ achievement in mathematics was raised.
The recognition of different learning styles and the stimuli used was cited as important and too often unrecognised.
In the last fifteen minutes suggestions were made to investigate Kagan and also Trouble with Boys by Tyre. Forest schools got a good mention from several posters as well as other practical activities.
To sum up the hour covered:
- teacher expectations
- selecting appropriate pedagogies
- splitting groups by gender
- societal and cultural pressures on pupils to conform to gender norms
- governors seeking male teachers in primary schools
- gender discussions should include discussion of girls not just boys
- Move the FS 6 areas of learning into Primary could make a more vibrant and relevant curriculum

Eye-Catching Tweets

@didactylos guess we are going to be talking about maturity, culture, gender and socialogical differences

@theheadsoffice The importance is to have a variety of learning styles whatever the gender

@squiggle7 If there are differences in learning there are most likely differences in male / female teaching methods

@tonycassidy i think its difficult to talk about groups, it’s too complex, what works weel for one, will not work for another

@theheadsoffice Expectations play a part when it concerns the gender of the teacher. Male is considered to be more active

@sport_ed From teaching all boys groups – engagement at the start of the lesson vital – competitive starter activities

@freedman69 too many stereotypes persist regarding gender divide in education. Good teaching benefits boys and girld. Don’t concentrate onlearning styles.

@deputymitchell We’ve a group of underperforming girls. Call them our ‘Gel Pen Girls’!!! Tidy, neat, smiley & if not careful stay under the radar!

@I’m going to be controversial. My stepson told me he tried not to act ‘too clever’ at school as it wasn’t clever.

@missbrownsword I was once turned down for a primary job because they decided to give to (head’s words) “the only male candidate”

@theheadsoffice I hasd staff use the fact that they had a larger number of boys in their class the reason for poor results! Where does that come from?

@helenmew  I think the transition from EYFS to Primary a shock and Primary to Secondary. Outdoor and indoor play very important

@joga5 It is equally successful for bot gender groups if the pedagogy is sound

@Mrsthorne I didn’t really clock our Scheme of work as not gender neutral until i couldn’t get the girl heavy group to do the activities!

@curricadvocate I’m detecting a few strands that look at the power of effective teaching to remove gender barriers

@ForesterJo We used Talk for Writing through Forest School type approach – extended writing better for boys and girls.

Tweet of Week

@clairelowe2 My research shows that developing a creative curriculum with motivation, challenge and reflection at the heart means ALL learners succeed.

Weblinks Highlighting During the Session

@catriona_O had a go at unpicking personalised learning http://tinyurl.com/qqca2x

Are boys really the weaker sex? http://bit.ly/auPGdH (via @telegraph)

Top 100 tools for Learning 2010 http://bit.ly/cZDsH2

About the host:

Bill Lord
Regional Literacy Adviser working in the Yorkshire and Humber region.
www.twitter.com/@joga

http://lordlit.wordpress.com

Session 7 Summary – 5th August by bevevans22

Session Title

How can we make our classrooms a more inclusive learning environment? (Are ‘tech tools’ the answer?)

Summary of Discussion:

The topic was one which was wide open with diverse issues of inclusion being discussed: from making things easier for left handed children to making your learning environment wheelchair accessible. Again, as has happened in previous weeks, relationships in class, staff training and parental involvement was highlighted as a key factor. The teacher must be properly informed of the child’s needs and the LSA supporting must have the necessary skills, otherwise inclusion is falling down at the first stage.
A number of points were additionally raised about working with pupils in ability based sets: was this a good thing or a bad thing? Votes fell on both sides, but all agreed that even within an ability setting there can be a number of differing needs and work would still need adapting and differentiating.
Although the discussion was passionate and fast paced there were a number of things that just made sense immediately. When talking about topics that engage the pupils it was suggested that certain topics often inspired and encouraged the less able children, especially those with ASD, to join in more without disrupting the balance of the class. This led to a quick listing of such topics and a general chat about other strategies for including pupils with ASD, with visual timetables and fidget toys high on the list.
Of course the second part of our topic was ‘Are tech tools the answer’ and there were some solid ideas for using technology to assist. Some suggestions were pure and simple: like changing the mouse settings on a PC. Many ideas were built upon the need for alternative ways to record using easily available software, like Audacity or PhotoStory but there were additional comments about how  VLEs, Ipads and hand held learning devices could be utilised too -  all very useful ideas.
Finally everyone agreed that expectations should be high for every child in the class: we all want them to develop independent skills and reach their full potential. After all, it’s our job to help them become the best that they can be.

Eye-Catching Tweets from the Session

@simonhaughton It’s important to balance promoting inclusion within a group whilst ensuring each child’s individual needs are met
@nellmog A huge amount of inclusion issues often stem from behaviour and emotional issues and building learning relationships are key
@daviderogers We should also keep expectations high for all and not allow anyone to hide behind ‘disadvantages’
@2simpleant (on using tech) It needn’t be cutting edge. You can do loads with a digital camera and a presentation tool
@tonycassidy: Never underestimate the power of a huge inflatable penguin  – hug it, punch it…
@malcolmbellamy: desk moving does not cause a riot if it is part of the culture of the class and promotes the learning
@dailydenouement Being in secondary, I find I have to sometimes do ‘unobtrusive’ inclusion! Doodlepads etc mentioned earlier easy to slip to pupil
@dughall Relationships are essential in the inclusive classroom (student-student, adult-student)
@ebd35 Have been truly amazed at how engagement went thru ceiling using Itouches (in a carefully planned way)
@colport I am hoping to use Ipad to support ICT inclusion in the classroom next year.  Various good apps available to support learning

Tweet of the Week

@tonycassidy Don’t lose your humour – a key to a challenging class and developing an inclusive environment

Useful Web Links highlighted:

Not a lot of discussion on webistes but @dughall reminded everyone about Dasher: http://www.archive.org/details/LeonCychDasherdasherqtmov_0, @knikidavies shared a link to a phonics site suitable for KS2: http://www.ks2phonics.org.uk/ and a couple of links were posted about engaging learners through gaming: http://www.readingagency.org.uk/adults/gaming-for-reading/ and http://www.l4l.co.uk/?p=1088

Host Bio

I am an ICT Leader/Co-ordinator at a large Welsh community school with over 700 pupils. I currently teach ICT to pupils from Year 1 to Year 6 and also work with and support a number of SEN settings within the school. I am interested in all aspects of technology and e-learning but have a particular passion for inclusion, multimedia work and stop motion animation.