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How does your Tier 1 Pedagogical Practice look like when you consider ‘Essential for some, Useful for all’ ?

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It was a chance to experience the barriers faced by our students. It was a reminder to accommodate different learning needs whenever we are planning lessons or activities. Useful information to retrieve from STP for lesson ideas to accommodate student learning needs.

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The importance of wait time and repeating myself a few times to ensure every student is following through.

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Take into consideration my SWAN students’ needs first and then plan the activity such that they and the rest can participate 

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Take into consideration my SWAN students’ needs first and then plan the activity such that they and the rest can participate 

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Strategies that we can apply to SwANs can also benefit the masses. For example, correcting students's handgrip posture to improve penmanship.

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1) We must be mindful and intentional when planning our lesson - look at our students' learning profile.

2) Teachers must learn to be flexible in their teaching and be more patient.

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Tier 1 PP:

1. Consider allowing different forms of work submission. Students who cannot write, can choose to draw or type or record verbal responses. So, it is important that we understand what the learning objectives of the lesson are so that we can design tasks that allow students of different needs to complete the tasks and show their learning. If we know the students need help with spelling, provide helping words list for all. If we know the students need concrete manipulatives to count, provide counters for all. If we know the students cannot pronounce, allow students to point out pictures or gestures so provide pictures in class for all. Provide sensory items in class for all even though they might be meant for students with emotional regulation deficit.

2. Consider flexible seating. Allow students to sit on the floor if needed.

3. Consider brain breaks and water breaks for lessons that longer than 2 periods so that students have time to consolidate their learning or just move a bit so that they can refocus back to lesson.

In my school, we rolled out visual schedule and Absentees folders for all P1 classes to provide Tier 1 support which I find it very useful.

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To be more patient and understand the learning needs of students so that I can accommodate to their needs. 

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To be more patient and understand the learning needs of students so that I can accommodate to their needs. 

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We sometimes ten d to overlook the fact that what seems to be a basic function for us may not be for some. Thus, its important to be patient and be more intentional about planning our lesson with these considerations in mind.

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Encouragement, patience and bite-sized instructions are essential.

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Having some basic fundamental structures for learning. (Eg : class routines), Knowing the students and their needs.

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Teachers can plan for lessons that are manageable for the profile of students in class. Instructions can be given in parts so that all students are able to follow. Having patience is crucial too.

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Give wait time

Essential for some: SEN students can complete the task

Useful for all: can use the time to do peer check, discussion or reflection

For teacher to know all responses

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Focuses on creating inclusive and flexible learning experience that meet the diverse needs of students. Design lessons with core supports and scaffolds that are necessary for students who require additional help. This will also benefit everyone by promoting clarity and engagement.

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Multiple means of representation for both lesson delivery and lesson outcomes (visual, auditory), expression (writing, speaking, drawing), and engagement (choice, relevance).

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We shouldn't assume the barriers or lack of for SWANs. We are clouded by our own biases and mindsets. It is a worthwhile investment of time to ask them what they find difficult and accommodate accordingly. No two individuals with the same diagnosis are the same.

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1) Establish routines and structures in the classroom

2) Foster student collaboration and ensure inclusive practices for diverse learners

3) Work with colleagues to share best practices and strategies for effective instruction

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CL group2

Considering learners’ profile, deciding on instructional strategies, sequencing learning, exercise flexibility, be patient.

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To consider the various learning needs of our students and incorporating the relevant strategies to support them (e.g. having visuals, audio, multi-modal modes of learning).

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Considering learners’ profile, deciding on instructional strategies, sequencing learning, exercise flexibility, be patient.

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• Build individual connections by knowing different aspects of our students and engaging them.
• Be intentional in creating connections through words, actions, and both physical and digital platforms.
• Show belief and respect for our students by valuing them as individuals builds rapport and positive interactions.

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I think the lesson I plan will be one whose specific objective is achievable by all - eg. Same worksheet for all with basic concepts or ideas.

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To have 1 pedagogical practice that benefits all students, example, having class schedules, visual supports and movement breaks

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1) Learning Barriers:

Limited use of language at home

Unable to access the language

No interest/weak in the MT language

Unable to focus (LP stds in a mixed class for MT class) - water break / break time - Tr uses this time to connect with LP students

Knowing too much before lesson (HP stds) - Stds disengaged in class - difficulty to sustain stds’ attention

writing - lacking of interest

2) Examples of lowering learning barriers:

a) Difficulty in language:

arousing interest? teaching with object (picture/phrase/videos) / teach a friend (HP-LP or HP-MP or MP-LP)/ activating prior knowledge

Using of big book to arouse interest / pre-teach of vocabulary / pair word with visuals - helps stds to make association with the word

b)engage stds (HP) to stretch & interest (sec stds):

use of social media: create a video of smthg (TikTok

3) Lesson enactment:

having routine is important

pacing and maintaining the lesson

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Wonderful ideas shared

Well organised session and focused.

Timely and essential key elements of leveraging STP in pedagogical support to teach SEN.