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My experience of ICS is similar to yours Ann-Marie. I really saw the benefits of working with small groups within station teaching in literacy and numeracy. Throughout lessons assessment was happening, observations were being made and recorded, progress or difficulties were highlighted and worked on with the class teacher throughout the year. The general feedback from the children on lessons taught were also very positive. They love station teaching. I like the idea of a peer tutoring station too and look forward to incorporating this when planning ICS in September.
I agree Ann-Marie. I feel the UDL approach will create a new umbrella for teaching and learning for teachers and pupils in the classroom and possibly a better flow for all.
I agree Sarah, i also found that when working with infants that there was a significant gap in the skill identifying middle and end sounds in words and this seemed like a very hard skill for some to attain. Heggerty seems to have a lively, comprehensive approach to teaching this concept. I like the idea of the children learning the letter name early too.
Thank you both for giving a very informative course. Thank you for all the wonderful resources. Hard to pick just 5 things to takeaway from it.
1. Morning meetings….A wonderful way to start the day.
2. ALPACA -an asessment tool to cut down on assessment time.
3.Heggarty/UFLI- all new but look very good and user friendly.
4.NCSE Relate book- very interesting on looking at where and what the child’s behaviour is telling us.
5.The importance of good communication with parents –start from the beginning of the year.Have a wonderful summer and will definitely look out for another one of your courses.
I have experience in SET and the methods being used between the schools I worked in were station teaching, team teaching and parallel teaching in Literacy and Numeracy.
The value of good communication and planning was just imperative for ICS to work well.
Looking forward to getting to grips with UFLI and Heggerty this September in the classroom and having access to a wonderful SET in our school. I look forward to collaborating and planning with them.
Lots of learning ahead but it will be wonderful to share ideas and have support coming into the classroom. Wonderful for the children too to experience other teachers contributions within our school community.
What is your understanding of the main differences between Differentiation and UDL approach?
Differentiation in teaching refers to the catering for individual children’s learning needs. Teacher’s identify areas where a child is not achieving to an expected level. Assessments help ascertain areas of difficulty and new targets are set to help the child reach his or her true potential. This is done on an individual basis and can be very time consuming to create these variations in your teaching and planning.
The UDL approach is new to me but focuses on supporting multiple learners all at the same time. It’s a proactive approach where the teacher provides a wide a variety of teaching approaches and methodologies that appeal to a whole class in which has varied strengths and abilities. It seems to be a more efficient way of planning and one would think it might create a better flow to teaching. I’m very interested in putting it to use.
Assessment is an integral part of teaching. It assists the classroom teachers, SET and parents in gaining a bigger picture of how the child is performing educationally, socially and emotionally within the school setting. Assessment is always happening informally and formally on a daily basis within the classroom through teacher observation, teacher designed tasks, conferencing and recall.
Assessment is crucial in detecting where a student is at and guiding teachers to the next step to take whether it’s academic, social or an emotionally need. Its also indicates their strengths which I feel is very important to focus on to promote self belief and confidence in learning.
It can help us with differentiation and groupings depending on the activities and objectives. It can also assist the direction of in-class or outside of class support with the aim of doing our best to ensure that every child reaches his or her own true potential.
Keeping a folder of work not only shows the child’s progression to the teacher but also to their parents and guardians. I love the idea of our incredible work wall displayed in the classroom.
