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Throughout my extensive volunteering experience at a library in my home town, I've long held the belief in the importance of reading. Yet, it was during seminars that I truly grasped the depth of its significance, recognizing its value not only in English classes but across a diverse range of subjects, through the power of storytelling. This approach to adaptive teaching gradually integrated into my teaching philosophy. Inspired by these seminars, I stared compiling a diverse reading list, in hopes to utilise it in my future practices.

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Food and Farming Inside and Outside the Classroom ( 3 Credits at Level 2)

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Food and Farming Inside and Outside the Classroom ( 3 Credits at Level 2)

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Learning Environment and Farming (LEAF)

'Working to engage, inspire and motivate young people and wider society to be conscious consumers who feel empowered to make decisions that ensures we have a world that is growing, eating, and living sustainably.'

This CPD opportunity proved invaluable, sparking inspiration and providing a vast range of innovative ideas to enrich my teaching practices. (Including using stories to help progress lessons) I gained a deeper insight into effectively imparting knowledge about arable farming to children through practical methods. It underscored the significance of nurturing children's understanding of their environment and fostering a sense of responsibility towards their world. Moreover, it shed light on the abundance of opportunities teachers have to educate children about farms and the environment, opportunities often overlooked. Embracing adaptive teaching approaches, such as taking learning beyond the classroom to farms, inviting farmers for interactive sessions, and facilitating practical lessons, emerged as key strategies highlighted during the CPD.

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Through this experience, I formulated my teaching philosophy centred on the belief that each child possesses boundless potential. Utilizing adaptive teaching methods, from observing lessons as well as my own teaching , I realise the importance for every student to access their fullest capabilities. I am dedicated to cultivating an atmosphere where students are encouraged to dream big, believe in themselves, and strive for excellence in all aspects of their lives.

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Placement schools adaptive teaching method for children with SEMH needs. 

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Placement schools adaptive teaching method for children with SEMH needs. 

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Stable Lives (SL) is a charity that worked with my placement school as is located at Parbold Equestrian Centre (PEC),. It was established from personal experiences that acknowledge the profound impact of Mental Health Traumas on children, individuals and families. Through equine-assisted activities, they aim is to enhance confidence, self-esteem, and self-worth. By connecting those affected by mental health issues with neglected horses , it evokes powerful emotions, fostering empathy, compassion, and mutual understanding. This bond lays the foundation for individuals to rebuild their lives with trust and calm, through meaningful relationships.

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During my  first year at university, I delved into the significance of adaptive teaching through dynamic discussions in lectures and seminars, alongside immersive hands-on educational experiences. These encounters broadened my understanding beyond my initial knowledge base.

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During my  first year at university, I delved into the significance of adaptive teaching through dynamic discussions in lectures and seminars, alongside immersive hands-on educational experiences. These encounters broadened my understanding beyond my initial knowledge base.

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From my initial placement, I quickly learned that teaching is a collaborative endeavor. Through active participation in staff meetings, it revealed the value of exchanging insights on effective practices and challenges, fostering an environment where ideas are shared and diverse methods of adaptive teaching are embraced.

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During my second year at university, I enthusiastically participated in lectures, contributed to class discussions, and engaged in group activities. Within our seminar sessions, we explored a variety of approaches to adaptive teaching across a range of subjects, acknowledging the significance and advantages of hands-on lessons.

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During my second placement, I integrated active learning by organizing a food label hunt during a science lesson. Students had the opportunity to explore various food packages and complete accompanying worksheets as part of the activity.

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During my second placement, I integrated active learning by organizing a food label hunt during a science lesson. Students had the opportunity to explore various food packages and complete accompanying worksheets as part of the activity.

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During this placement, I recognized the significance of working walls and their effectiveness in adaptive teaching. I implemented this method by creating my own display/working wall while  the teacher was teaching about plants in science.

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During this placement, I recognized the significance of working walls and their effectiveness in adaptive teaching. I implemented this method by creating my own display/working wall while  the teacher was teaching about plants in science.

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Starting my own resources of adaptive teahcing literature

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My SEN placement was based in a SEMH school.

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My SEN placement was based in a SEMH school.

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This placement provided valuable insights into adaptive teaching, particularly for children who have experienced Adverse Childhood Experiences (ACEs). Teaching theories emphasize the importance of considering and enhancing the colors, displays, and overall atmosphere to facilitate healing, growth, play, and learning for children and young people who have faced adversity.

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‘The world is changing [so] education must also change...this calls for new forms of education to foster the competencies that societies and economies need, today and tomorrow. This means moving beyond literacy and numeracy, to focus on learning and environments and new approaches to learning for greater justice, social equity and global solidarity...Schooling and formal education are essential, but we must widen the angle, to foster learning throughout life.’(UNESCO, 2015:3-4)

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During my final year at university, I actively engaged in vibrant seminar discussions and embraced various activities. These seminars provided valuable platforms for exploring and enriching our teaching practices, particularly through adaptive methods. For example, in science seminars, we delved into innovative approaches like bucket school sessions, which involve learning beyond traditional classroom settings.

Moreover, my teaching philosophy, cultivated over three years, emphasizes the significance of immersive learning experiences. I recognize the effectiveness of adaptive teaching methods, such as learning outside the classroom. In my PED3024 modules, I chose to focus on place-based education, which underscores the importance of community-centred learning. Through this approach, students can gain fresh perspectives and reap extensive benefits by connecting with their surroundings. Place-based education not only fosters a deep connection to the environment but also enhances student engagement in their learning journey. Furthermore, for this module I also opted for the sessions of "Stories in Science," which delved into the advantages of employing adaptive teaching methods, specifically utilizing stories to enhance lessons. This approach facilitates a deeper understanding of concepts for children by contextualizing them within narratives, thereby making learning both accessible and engaging. This teaching approach has gradually become an integral part of my teaching philosophy since the beginning of my university journey.

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My final placement has adopted the thrive approach , which is a holistic approach that focuses on supporting the emotional and social development of students alongside their academic growth. It emphasizes creating nurturing environments where children feel safe, valued, and understood.

During my final placement, I successfully designed a series of engaging history lessons that utilized the Mantle of the Expert pedagogy, immersing students in experiential learning. These lessons not only encouraged teamwork but also facilitated rich discussions among the students.

Additionally, I integrated activities like the Zone of Relativity to further engage students in their learning. This activity immersed students in their work, encouraging collaborative efforts and stimulating meaningful discussions.

Furthermore, I have consistently utilized working walls and made continuous references to them throughout my lessons. This practice ensures that students are well-informed about where they can seek assistance when working on independent tasks.