Sunday 7 January 2018
Sunday 29 November 2015
Saturday 6 June 2015
IT & Autism
- Keep it simple!
- Multimedia rocks!
- Animation is cool!
- Green Screen is awesome!
Keep it simple!
Having simple, graphical apps that give an almost instant result. More complex apps will create stress and problems over persisting. It is better to have a direct approach and enable work to be completed within minutes.
Multimedia Rocks!
Students have really enjoyed the opportunity to make quaity products that are very motivating. Students have done documentaries, weather reports and more recently stories that relate to soap stars!
Animation is cool!
Using simple animation apps like Puppet Pals students have the potential to use the IT effectively and with style to nake content more greenscreen .
Green Screen is awesome!
Students made their own campaign adverts, weather reports, health warnings on alcohol and projects . Information is visual and off the cuff rather than planned down in detail.
Thursday 6 November 2014
Engagement - and I am not talking marriage!
What gets pupils engaged?
This question is really addressed to challenging behaviour in pupils. Often called "disruptive pupils." because they are out to cause trouble where do we think this comes from?
There is a wide range of behaviour to consider. For some it may not be challenging at all. For others of us it might be extremely challenging. The extreme form is the pupil who stabbed a teacher in the back recently and killed her. His comment was " that was great!" or words to that effect. Clearly, this is a serious distrubance and the reasons are pyschological, emotional and social but unexplainable. I do believe that most people who have challenging behaviour have a reason behind what they are doing.
There are behaviours that can be explained with a bit of emotional intelligence. Looking dispassionately at what is actually happening is a key. Also analysing what your behaviour is and how that is impacting the other person or pupil? This is also a key in my experience of teaching. I have found just changing one small element in the way I approach a pupil can make a huge difference. Your tone of voice communicates loudly to an autistic person. Also, modifying your language - making it clear and less ambiguous can help pupils with concrete thinking patterns cope better.
As an adviser I found myself giving advice. Especially where the school thought that by giving a child a computer or laptop the problem might improve. Certainly, if the problem is recording then having your own tool might help. But the message is it is not just the technology but the individual learning style ( or lack of!) of the pupil coupled with the teaching and learning culture of the teacher or school.
If the school is inflexible in its approach to individual needs because that is " not what we expect our pupils to do," there is a high chance that pupils with complex needs will struggle or fail to survive. This becomes more difficult at secondary school where the scale is much bigger in terms of the amounts of pupils involved. To meet individual needs successfully there needs to be a joint problem solving approach. A team who are dedicated to meeting those needs head-on and provide the underpinning of a 360 approach to meeting a challenging behaviour or situation.
None of this would have helped that teacher we mentioned earlier on as the inexpicable, unexplainable frustratingly happens without warning.
This question is really addressed to challenging behaviour in pupils. Often called "disruptive pupils." because they are out to cause trouble where do we think this comes from?
There is a wide range of behaviour to consider. For some it may not be challenging at all. For others of us it might be extremely challenging. The extreme form is the pupil who stabbed a teacher in the back recently and killed her. His comment was " that was great!" or words to that effect. Clearly, this is a serious distrubance and the reasons are pyschological, emotional and social but unexplainable. I do believe that most people who have challenging behaviour have a reason behind what they are doing.
There are behaviours that can be explained with a bit of emotional intelligence. Looking dispassionately at what is actually happening is a key. Also analysing what your behaviour is and how that is impacting the other person or pupil? This is also a key in my experience of teaching. I have found just changing one small element in the way I approach a pupil can make a huge difference. Your tone of voice communicates loudly to an autistic person. Also, modifying your language - making it clear and less ambiguous can help pupils with concrete thinking patterns cope better.
As an adviser I found myself giving advice. Especially where the school thought that by giving a child a computer or laptop the problem might improve. Certainly, if the problem is recording then having your own tool might help. But the message is it is not just the technology but the individual learning style ( or lack of!) of the pupil coupled with the teaching and learning culture of the teacher or school.
If the school is inflexible in its approach to individual needs because that is " not what we expect our pupils to do," there is a high chance that pupils with complex needs will struggle or fail to survive. This becomes more difficult at secondary school where the scale is much bigger in terms of the amounts of pupils involved. To meet individual needs successfully there needs to be a joint problem solving approach. A team who are dedicated to meeting those needs head-on and provide the underpinning of a 360 approach to meeting a challenging behaviour or situation.
None of this would have helped that teacher we mentioned earlier on as the inexpicable, unexplainable frustratingly happens without warning.
Set curriculum content v's individual pupil need
For pupils with complex needs their is always a trade off occuring between the set curriculum that has to be covered ( by law) and the specific needs of the complex needs pupil. I am constantly seeing that in my work as an independent consultant.
In mainstream settings the size of class, the pace of the lesson and the amount that is actually achieved are all factors to be considered. Size does matter if using IT and in particular mobile technologies such as iPads. These require a set of rules that might apply when teaching whole group situations. I am working on this and so it is a work in progress. So my main headings at this stage are:-
In mainstream settings the size of class, the pace of the lesson and the amount that is actually achieved are all factors to be considered. Size does matter if using IT and in particular mobile technologies such as iPads. These require a set of rules that might apply when teaching whole group situations. I am working on this and so it is a work in progress. So my main headings at this stage are:-
- Quick wins - apps that are so easy to use and maybe practise a skill
- Open content - apps that encourage you to make your own content
- Sharing apps - apps that share your work with others or wider or in the cloud
- Internetless apps - apps that don't depend on wifi connectivity and filtering
I am sure there are more ways to deliver this in teaching and learning. Preparation is key as is logging on to online services. I do use google sign ins rather than email logins because it is quicker. I find storing online to be very useful for making a session work.
In terms of meeting the curriculum needs the above ways of using apps to provide a quick win to be a lead in then pursue a lengthy , more open content app ending up with an app that shares information to the cloud. Showing and telling becomes really useful as long as it doesn't take too long.
Bear in mind situations where wifi is poor or dodgy. Check that your apps don't depend on wifi or access to the apps own website. This might make your session a little frustrating as would long buffering cycles!
Any pearls of wisdom do share them. I'd be pleased to have your comments
In terms of meeting the curriculum needs the above ways of using apps to provide a quick win to be a lead in then pursue a lengthy , more open content app ending up with an app that shares information to the cloud. Showing and telling becomes really useful as long as it doesn't take too long.
Bear in mind situations where wifi is poor or dodgy. Check that your apps don't depend on wifi or access to the apps own website. This might make your session a little frustrating as would long buffering cycles!
Any pearls of wisdom do share them. I'd be pleased to have your comments
Wednesday 9 July 2014
When is inclusion not inclusion?
When it is in the interest of the school or organisation and not in the interest of the pupil. Oh, I dare say it's not explicitly discouraged . The school website promotes an inclusive principle ... but the reality may be somewhat different within the walls.
Inclusion was a high ideal of the last government and educators alike. But what happens now in this " Govian," era? Academies that fracture the LA services that took years to build and embed into a cohesive ( well , that was the continual aim) system. This gave equality of provision across an area. Now, if each school, or each federation of schools do their own thing who is left to ensure that provision meets the needs of the individual whether you live in the North or the South , West or East of a county?
The new way or one plan is a step in the right direction. It is centered on the child and makes the very important leap to a 360 view of a child. Not just what is seen between the hours of 9:00am and 3:00pm! The plan incorporates health, education and social services. For the first time... it looks positive and sensible. Help is being given to parents who will now have to become commissioners of services.
As an independent consultant I see the need for such a plan. What I am also seeing is that due to the demise of a lot good and great services an equality of provision and standards of good practise are likely to be eroded. One off visits and being called in to assess is the pattern I am seeing. How does this benefit the special needs child in the long term? The expert giving his opinion then disappearing with no continuity - surely this has to be a negative! Most of the learners I know need a consistent, almost routine approach in order to make progress. Who could afford to pay for such an approach in this Academy time?
The days of the LA special needs services may be numbered but what is likely to take its place? Indeed , if there ever will be an alternative. So when I say "when is inclusion not inclusion," the answer comes loud and clear when the needs of the pupils becomes a price comparison or cost to the school that is unsustainable. In other words we need to plan an alternative way of doing things. Going or gone are the ways we used to do things. In this Brave New World we must seek ways to re-capture the good and explore the opportunties the one plan gives us. Or else we shall become irrelevant. I mean the specialist consultant or service that refuse to adapt to the new situation. Change is not only inevitable it is necessary - as long as we are constantly reviewing the services of provision we make in the light of the needs of the pupil.
So what is the Brave New World we are entering...... let me fill my coffee cup and get back to you on that one!
Inclusion was a high ideal of the last government and educators alike. But what happens now in this " Govian," era? Academies that fracture the LA services that took years to build and embed into a cohesive ( well , that was the continual aim) system. This gave equality of provision across an area. Now, if each school, or each federation of schools do their own thing who is left to ensure that provision meets the needs of the individual whether you live in the North or the South , West or East of a county?
The new way or one plan is a step in the right direction. It is centered on the child and makes the very important leap to a 360 view of a child. Not just what is seen between the hours of 9:00am and 3:00pm! The plan incorporates health, education and social services. For the first time... it looks positive and sensible. Help is being given to parents who will now have to become commissioners of services.
As an independent consultant I see the need for such a plan. What I am also seeing is that due to the demise of a lot good and great services an equality of provision and standards of good practise are likely to be eroded. One off visits and being called in to assess is the pattern I am seeing. How does this benefit the special needs child in the long term? The expert giving his opinion then disappearing with no continuity - surely this has to be a negative! Most of the learners I know need a consistent, almost routine approach in order to make progress. Who could afford to pay for such an approach in this Academy time?
The days of the LA special needs services may be numbered but what is likely to take its place? Indeed , if there ever will be an alternative. So when I say "when is inclusion not inclusion," the answer comes loud and clear when the needs of the pupils becomes a price comparison or cost to the school that is unsustainable. In other words we need to plan an alternative way of doing things. Going or gone are the ways we used to do things. In this Brave New World we must seek ways to re-capture the good and explore the opportunties the one plan gives us. Or else we shall become irrelevant. I mean the specialist consultant or service that refuse to adapt to the new situation. Change is not only inevitable it is necessary - as long as we are constantly reviewing the services of provision we make in the light of the needs of the pupil.
So what is the Brave New World we are entering...... let me fill my coffee cup and get back to you on that one!
Another social media tool to use!
Satiated by the wealth of social media tools I have added yet another one to the mix.
Welcome to
Welcome to
This will be more of newsworthy site! I have a range of social networking tools that reach or target specific audiences. My target audience is the classteacher where I can share ideas and resources with you.
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