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Microsoft tool that can help the dyslexic students. Students dictate and it is 'typed'

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Chinking info into bite sizes can help so that the info becomes more manageable for hte students

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Find out from the Student with Unique Needs

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Find out from the Student with Unique Needs

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Besides finding out info from School Cockpit, we can ask the child himself/herself their challenges and what helps.

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level of support - students will received differentiated worksheet that vary with support - some will have worksheet with more guide and helping words, while others who are deemed to be more ready and competent will have lesser support

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Science:

1. Highlight the words which students need to take note of

2. Post-its provided for students to highlight the information for them to take note of and for them to note on important formula or calculations

3. Cater to difficulty level of students by preparing manageable worksheets/tasks for students to complete to help with motivation and confidence level

4. Place a buddy near student as a form of support will be helpful

Maths:

1. To put students right beside teacher's table. Teacher will support student as he/she requires more hand-holding. By placing student close to teacher, it is easy for teacher to reach out to them. Teacher can also get student to repeat to see whether student understands instructions and able to follow.

Lower Sec:

A lot of short attention span and reliance/distraction on PLD

Possible Strategy:

Station activities to allow students to learn and work together and at the same time allow students to expand their energy as they move around from one station to another and engage in the activity at the station

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Quantity - we can vary the demands of the content according to the needs of the students so that the demand of the task is closer to the students' ZPD

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Heartening to hear how these strategies have worked, even if to differing extents!

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[level of support] - a buddy who is focused can help student, as the teacher won't be able to keep going to the student

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[Time] - if time is a factor that is more flexible, can adjust the time to allow student to complete task on hand

[Output] - to allow for a variety of ways to cater to the learning needs of the student, for e.g. leveraging technology for more personalised learning (application of DI, differentiation in terms of process)

[Quantity] - students who are faster can progress on with the next task

[Input] - to use manipulatives, either as teacher's demo or student's hands-on activity, to appeal to the more visual learners, for e.g. to measure the volume of liquid using visual aids

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Chunking of information helps quite a fair bit for students who are not able to grasp large amount of content.

Giving tokens of economies can be considered for students who have short attention span. Theses are positive reinforcements where the teacher give stickers or points (as what Mrs Yue suggested). With the accumulation of these tokens students will be entitled to rewards from the teacher.

Pairing the students with a more focused student should help too as they can be nudged gently without calling for attention from the rest.

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[difficulty] - to vary the level of difficulty to build confidence, starting from simple calculations based on formula, guiding students with appropriate scaffolding to annotate question to apply formula (i.e. identifying key words, colour coding, etc.), then progressively removing scaffolds, before moving on to the more challenging ones that involves manipulation of formula (i.e. change the subject)

[participation] - to create platform to actively involve the student, for e.g. student can help in the demo for

[level of support] - assigning buddies to everyone in the class, to provide the platform for peer support

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Peer help - getting student with SEN to sit with students who are able to help without compromising their own learning. They can then peer teach and also lend their notes for copying. Also assigning buddies to tap on their tables or give gentle reminders to stay focus in class.

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How can we get someone with ADHD to pay attention when we are giving instructions? Allow them certain degrees of freedom to move, provide something for them to keep their hands active while we give instructions etc.

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Allow child to move at the back of class but still pay attention. Legitimising movement like help set up play area, issue worksheets, clean the board. Have wobbly board and standing desks at the back of classroom to allow them to "move" on the spot or wobble seats.

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For special needs, will have to provide visual and verbal ques. demonstration, step by step guides.

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Special needs - Check on them several times so that they are on task. As sometimes you stop checking on them, they will stop doing.

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providing students with short breaks

changing the tasks if tr finds it not engaging

getting students to walk to the front of class and write on whiteboard.

making use of snack break

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Short attention span, get them to help in distributing assignments.

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use gamification and they tend to be more enaged

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1. Quantity: End of lesson to complete a page. If understand fully, students could continue with the next page. Those who may face challenges, teacher may give a workable target which is to at least complete one page.

2. Time and Level of Support: Limit teacher talk time for low attention span classes. Do not go beyond 5 minutes and plan activities well. Student with SEN may be motivated to complete the activity if it is planned well. It is especially helpful if student with SEN is paired with a buddy to help with motivation as well.

3. Participation & level of support: Allow students to do practical or hands-on activities to reinforce knowledge (learner-centred activities). Reinforce knowledge to real-life situations. To be intentional to assign buddies to students who require the additional support. Break down activities to small chunks and allow time for buddies to provide relevant support to students who are more in need.

Reality Check:

Pairing is important to ensure the pair is competent and no further issues arise from the pair of buddy.

Intentional in teaching and preparation of worksheets/notes: Graphic representation on the worksheet should be similar to the one being projected for more efficient transfer of knowledge. This is to provide the structure and a visual aid for students who need more support. (E.g. Notes align to PowerPoint slides. Highlight key words for students to take note.) Students will not be "lost" in completing the worksheet or notes discussed in lessons.

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level of support is important. Buddy helps.

Teacher passing her visual notes for the child to copy helps too.

the use of audio to text helps students to be engaged

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Students can be grouped strategically so that the more on task students can keep the students who often get distracted on task.

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1. [10th adaptation?] Persistent latecoming can be a plea for attention. Teacher can respond by ignoring their pleas through non-verbal cues, and eventually the students tend to come earlier.

2. Input and Quantity- Reduce amount the class writes, and provide more time for other modalities e.g. speaking.

3. Difficulty - Reduce the difficulty

4. Input - E.g. for particularly off-task students, we can print out the completed notes (instead of requiring extra copying.) Teacher can also provide specific visual cues as needed - e.g. write "task NOW" box on the board for a specific student seated in front, so that the dreamer can easily refocus instead of e.g. asking "cher what we doing now ah?"

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Assigning a buddy to the student who has trouble focusing on tasks

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Case Study 1 and 2: Quantity. Chunking lessons into smaller parts to help manage cognitive load, that is, writing paragraphs at a time before refining them into a full essay (Student A) or assigning sub-questions at a time (Student B).

Case Study 3: Time. Adapt the time given for Student C to better pace his own learning while completing the nec tasks.

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Short attention span: set timer for each small task

Difficulty in doing task due to SEN needs:

Dyslexia - provide worksheets for filling in the blanks.

The student who cannot numbers very well, give step by step instructions and sample of how to attempt similar questions as reference.

Give clear instructions in chunks. Can write on white board as lesson objective for students to follow.

Increase participation - can use classpoint to award virtual stars and award a small gift as extrinsic motivation.

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1. Keep instructions short.

2. Provide visuals - instructions steps written down

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Rewards and incentives should always be used before punishment to motivate a student. To prevent boredom, change up the rewards frequently.

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1. Time: Intentionally dedicate time for repetition/reinforcement. This is also used in the Maths iCan strategy.

2. Level of support: Chunking with greater extent of pair-level involvement (see case study 1). Students to have time chat/discuss, and this even brings dreamers back on task.

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1. Incorporate multisensory inputs in class activities. For example, students are able to watch different types of tutorial videos and apply the skills and techniques through physical instrument.

2. Offer learner choices. For example, students not necessarily have to write musical notes for a short melody in theory part, instead they can 'draw' the contour of the notes. Instead of reading note by note, this will minimise the difficulties and make the theory simpler to students.

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1. Level of support: Buddy system - Getting a peer to help the affected students stay on task.

2. Level of support: Proximity - Seat the student(s) nearer the front for closer teacher-monitoring and in case the buddy is dreaming.

3. Quantity: Reduce the quantity of tasks or assignments to ensure learning activities are manageable for the class. Can also practice chunking and include thinking routines which involve talking (e.g. think pair share) to increase engagement.

4. Time: E.g. Factor in time to repeat 7 times

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1. What are the strategies, based on the Cole's 9 Curriculum Adaptations, that could meet the students' needs/lower the barriers to learning for the students?

2. What are your thoughts after seeing the strategies that the Student Support Committee has tried out in their classrooms? What suggestions do you have?

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We usually plan our lessons with the majority of students in mind. Often not being put students with SEN as priority. I agree when it was said that we do get a second chance (consultation etc.) with these students but I feel that if we cater to students with SEN it will definitely benefit everybody. Pins hitting each other - the power of peer teaching and peer critique.

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Using bowling as analogy, to always knock down all pins with one throw all the time requires very high level of skill! It's the same as teaching. When we are not so skillful, we try to use skills that can knock down as many pins as we can.

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To be honest I can't even bowl, my grip is not strong enough and the ball often goes flying when I swing backward (much to the horror of my friends). This makes me wonder how we can equip every teacher to have the fundamentals to 'bowl' well in the classroom, and not causing more undue stress for the students.

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Some pins (students) get left behind :(

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Sometimes when I try to hit with a curve in bowling, the ball goes into the drain easier. But it is ok to try and fail and get better the next set

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When we bowl, we aim for the pocket and aim for strike. Pocket pins are like students who are strong in the subject, hoping that they can influence and help the rest of the students ( pin 7 and 10) in the subject mastery.

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What a great analogy! It's funny that we aim for the middle and hit nothing; maybe it's better if we swing to one extreme end and hit one rather than none :P (But of course it is better to skillfully hit both..)

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Actually, each student, regardless of ability, has their own learning style and strengths, so SENs should not be overly emphasised.

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Good perspective on the angle to go in. But it will also be important for the bowler to know which is the most difficult pin to hit and have the skills to hit it right? I think we do need more PD to support our SEN students.

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When we plan our lessons to teach the weakest to achieve the lesson objectives, we eventually plan to teach everyone including the highest ability.

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Sorry to say this but to me, we do not aim to hit everyone in class no matter if he/she is a SEN or not. We want to make students line up in a row instead of standing around like pins. They want to learn and will make an effort to be in line, waiting for us to hit them Maybe that's a better analogy.

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I really liked the bowling and bowling pins analogy. Really illustrated the issue

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Designing lessons that cater to students with SEN can help every student in the classroom.

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GO for the most difficult pin ( in this case, the kids whoa re difficult)

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Like the way she used bowling as an analogy. Perhaps another way to see it is how the pins can help to 'knock down' one another, thus involve the students to impact on the others (that may need more help)

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Shifting the goal to use inclusive strategies that will meet the needs of every student, including those who require additional needs.

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Just like the bowler, prepare the lesson with the difficult student in mind, be it SEN. It will reach out to the max.

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Just as in bowling, where hitting those challenging pins often requires adjustments in technique and strategy, teaching in an inclusive classroom demands flexibility and creativity. Following this line of thought, I think it involves tailoring instruction to meet the individual needs of each student, whether they require additional support, specialized materials, or alternative learning methods. It boils down to not just about meeting the needs of students with disabilities or special needs; but it's about creating an environment where all students feel valued, supported, and empowered to reach their full potential.

By aiming for the hardest pins in the classroom--by embracing diversity and inclusivity--it becomes possible to create a learning environment where every student has the opportunity to shine.

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What about designing lessons that support every student in our classes?

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I now bowl with a curl but I can tell you, it is not easy to master it. It takes a lot more effort to have to carry the ball to bring about the curve. Same with teaching!

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Instead of going head on on how to tackle issues with students, we can think of other ways to try to get to them too.

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1. What are the strategies, based on the Cole's 9 Curriculum Adaptations, that could meet the students' needs/lower the barriers to learning for the students?

2. What are your thoughts after seeing the strategies that the Student Support Committee has tried out in their classrooms? What suggestions do you have?

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1. What are the strategies, based on the Cole's 9 Curriculum Adaptations, that could meet the students' needs/lower the barriers to learning for the students?

2. What are your thoughts after seeing the strategies that the Student Support Committee has tried out in their classrooms? What suggestions do you have?

# data[].attributes.body
1. What are the strategies, based on the Cole's 9 Curriculum Adaptations, that could meet the students' needs/lower the barriers to learning for the students?

2. What are your thoughts after seeing the strategies that the Student Support Committee has tried out in their classrooms? What suggestions do you have?

# data[].attributes.body
1. What are the strategies, based on the Cole's 9 Curriculum Adaptations, that could meet the students' needs/lower the barriers to learning for the students?

2. What are your thoughts after seeing the strategies that the Student Support Committee has tried out in their classrooms? What suggestions do you have?

# data[].attributes.body
1. What are the strategies, based on the Cole's 9 Curriculum Adaptations, that could meet the students' needs/lower the barriers to learning for the students?

2. What are your thoughts after seeing the strategies that the Student Support Committee has tried out in their classrooms? What suggestions do you have?

# data[].attributes.body
1. What are the strategies, based on the Cole's 9 Curriculum Adaptations, that could meet the students' needs/lower the barriers to learning for the students?

2. What are your thoughts after seeing the strategies that the Student Support Committee has tried out in their classrooms? What suggestions do you have?

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1. What are the strategies, based on the Cole's 9 Curriculum Adaptations, that could meet the students' needs/lower the barriers to learning for the students?

2. What are your thoughts after seeing the strategies that the Student Support Committee has tried out in their classrooms? What suggestions do you have?

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Since students have a short attention span, having lessons in which students can have a role help them to stay focused.

For example in EL, students can take turns coming up to the board to spell words/give answers, then another student to check if answer is correct, another student in charge of erasing the board.

Another strategy is to adapt the Input - instead of a long writing task, we chunk it into different segments - write Introduction, then a short video, write body paragraph, then an upfront demonstration etc. So students do not find it dreary to write an entire essay, which requires a huge cognitive load, but can also have meaningful learning while taking the 'writing breaks'

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Vary the delivery - sometimes we can design lesson using group rotation - some stations will have visual input and some stations with hands-on activity. that will help students with different learning styles.