The Situation
This year, our team has a group of diverse learners who we are working collaboratively to support.
We have access to Resource Teachers: Learning & Behaviour (RTLBs) assistance for this. Two RTLBs observed our lessons during term 1, and we also undertook student surveys with 16 students (half considered diverse, half not diverse). Their feedback is as follows. We are exploring how we might use a more UDL style of approach to support these, and indeed all of our students.
Student Voice: Survey Results from whole cohort
Student Voice: Survey Results for my home group
Feedback From RTLBs and Team Discussion
Some of the positives noted:
- High level of teacher attention on appropriate rather than inappropriate behaviour
- Students are scaffolded to complete tasks and reach success, at times with 'first, then'.
- Students have access and are encouraged to use a range of learning tools e.g. visual timetable, fidgets, wobble cushion
- Teachers use a range of effective attention cues and ways of showing praise (verbal and non-verbal)
- Explicit feedback is provided around behaviour - e.g. praise, noticing and redirection
- Priority check in with target students by teachers
- Teachers join in on learning and in play situations, offering social coaching, modelling and prompting on behaviour and learning
- Students are encouraged to feedback to each other and the class.
Possible Areas for Development and Teacher Inquiry
- How can we provide more feedback when students are working independently?
- 50% of children said they can 'sometimes get help from an adult' and '50% said never', yet 100% also said they can talk and help themselves most or some of the time. Discuss this with children to get a firmer understanding of what students' see as adult help, whether it is accessible and/or whether they feel they need it.
- How can we provide more movement for those who need to move frequently (e.g. every 1-2 mins)? Wobble cushions, doing a job as part of the learning e.g. 'pass me the....please...'
- How can we monitor noise more consistently? I feel we've worked on this a lot this term, and now have clear shared expectations on noise and measures to show this to children e.g. bells. We support other teachers when they're quieting a group, and check in with each other to see we're not too noisy, too.
- How can we help students manage their own time more effectively? Time line on the board with regular reminders. Also break tasks into steps and list on board, e.g. 1. Get my book, 2. Find a good learning space where I can focus, 3. Start my work; timers and individual steps for a task written on a whiteboard in steps.
- How can we provide for more student choice in learning? Ideas: during Discovery, w student lead tasks/groups; choice options for term 2 sport or PE or term 3 inquiry?
Team Targets (decided after discussions with team)
We have agreed to focus on trying to increase:
- Awareness of students' culture - to affirm students' sense of identity, our understanding of their cultures and needs, and so that our planning has more cultural relevance
- Student choice - through Inquiry, Learning through Play, Choice in literacy (e.g. reading contracts for comprehension, multimodal independent learning options)
- Students' time management - timers, timeline on board with regular reminders, break tasks into steps (note on board or act out with the students)
Personal Focuses Around Team Goals (& strategies)
- Engagement and active listening (all students)
- Focus, listening and movement breaks for JG, TM, JRQ
- TM - helping jobs, especially when movement is available
- Praise, separating, helping a peer
- JRG & JQH managing emotions, self-control
- Noticing/praise
- Chewy, wobble cushion
- Explicit modelling e.g. how to walk through a group without touching or standing on anyone
- Mindful colouring trial for James
- Trial working with teacher for Writing
- Breathing and interoception
- Whole class - slowing things down and stopping, modelling appropriate behaviours and role playing.
Suggestions
* Interoception : students to lead the group with PPT
* New interoception: cards to share w group
* Expected and some expected behaviours
* How is my engine running? for JRG and class strategy toolbox
* Task initiation for BH (Executive Functions Toolbox) - trial step by step - start with teacher (2mins), work on my own for (10 mins) etc
Actioned
* Calm box for JRG
* Step by step - post it note writing plans with teacher - BH, AP, JRG
UDL and Differentiation
UDL allows for equity and access to all learners, and is driven by learner disposition and learners' needs. UDL, done well, enables all to engage and participate actively in learning.
UDL is providing a choice of learning output and approach.
Differentiation is where a teacher provides a different approach for one student.
UDL provides options for:
- Engagement
- Representation
- Action & expression
- Full presentation from RTLBs
Further Reading
CHECK IN MEETING 1/6/22 WITH RTLBs
Key suggestions so far implemented:
- Expected and unexpected behaviours session and learning (and frequent revisiting in class discussion)
- Calm box organised for James, and weighted blanket
- Writing teaching: altered my approach and provide small group support to learners (A,V,J,L,S,J,B) who struggle to start and/or complete writing. Post it note planning strategy.
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