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Workshops - Key takeaways

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-We assume some students are on their own because they prefer to but the reality is they have to as a coping tool.

Emerging Questions: How can we create a sense of belonging whilst allowing students to have safe spaces etc

1: Jude - knowing when to push students with autism or when its right to take them out of them comfort zone.

2 - BOYS - herd mentality could relate to oxytocin that is a positive release but can result from negativity.

3 - Use of positive language - not accepting the i dont know mentality

Workshops

Martin Van Der Spoel - emotional behaviour - the presenter was excellent and focused on learning and the impact of emotion. CRU has taken notes. But we have linked this to the herd mentality. martin suggested that based on the research, a more positive emotion will link to positive learning, and vice versa a negative. so with behaviour - we use what we do now - but rather than stay in the same cycle, we need to change something (to change emotion/ einstein - same thing/expect different results).

1. find the alpha, and then champion the alpha. not to be confused with 'rewarding negative behaviour' but to show evidence and give the pupil a champion role, one that they value, which also allows them to keep the same influence, but in a more positive way. no this is not be a hall monitor - but champion something else.

Jeremy - neuroscience - Limiting information we are teaching students if time allows as they are 5 lessons each day doing the same thing. The importance of repetition in helping students to transfer information into their long term memory.

Made us aware of the impact of social media on our boys and how they perceive themselves and others

Found flight, fight and freeze helpful in understanding students reactions/responses to us

"Once you've met one ASD student, you've met one ASD student"

Workshops

To consder the importance of a students emotional and developmental age rather than just chronological

How we support SEND students to achieve in an education system that requires them to study subjects that they don't engage with

Made us consider the impact of our unconscious bias and how they impact our interactions with students

Consider the impact of different activities of different parts of the brain and how these might need to be adapted.

Be aware of how students perceive feedback especially depending on how and when it is delivered

Understanding the impact of childhood trauma on learning and emtional development

• Jude:

  • focus on building a trusting relationship

  • helps create that sense of belonging

  • we require constant reminders about what it is like to be that one student- we use a whole school approach however it is really important to actually consider every individual student 'if you have met someone with autism, you have met one person with autism'

• Michael:

  • felt that we did not get the opportunity to learn from him, it would have been nice to actually gain some examples from him for strategies

  • we could have a student focused case study to look at this 'herd mentality' so that we can develop targeted strategies???

• Language:

  • inclusive language

  • the idea of 'yet'

1) How can we help students with more 'real life' communication skills?

2) Are students isolating themselves or are they being isolated?

3) What is Drama's relationship to 'masculinity' and why is it an area where students feel a lack of pressure to 'be' a stereotypically 'masculine' person?

Session on boys - where do we go from here? Thought provoking

Jude: A clear expert in her field - she gives you a sense of the child's perspective; intimate, compassionate, relatable. How can we apply this knowledge purely from the keynote speech?

Michael: Engaging, interesting and relevant topic that a lot of us are experiencing and concerned about. Would have liked more time to listen to him and answers to the questions/ideas. Follow up: What about the girls and how does it impact them?

Perfectly placed topics for inclusion - nice to mingle with other schools.

Workshops:

Martijn: Memory and link with emotion

Independent, dependent and expected learning are equally important for both teachers and students because it depends on both parties to focus on a student's memory. Being aware of their emotional state. Students have to get to the element of 'discomfort' in order to learn effectively and this is ok. Student is the teacher as well as the teacher - what is their end goal and work backwards.

We found this empowering as it showed us that the onus is not just on the teacher but the student also has to take responsibility.

Jude:

We found the practical suggestions really useful - we feel like some suggestions may need to be a whole school approach to make it easier on departments.

1. Jude: what tools could be used to deal with the anxiety/stress/fear raised?

2. Michael: what targeted training for staff could be given to help us?

1) Use of positive language

2) Having awareness around autism and how we can adapt to students. Considering the wide breath of emotions these students may feel in the classroom. What overarching strategies would help us to support these students better? What are the hows for us regarding this moving forward?

3) We have focused on boys a lot, but what are the challenges girls in our setting are facing which we need to deal with a similar level of intention?

4) What can we do to encourage boys to think more independently and not be influenced (negatively) by their peers?

1. Boys/Young men - highlighted the need for addressing issues around turning into an adolescent man. Needed to highlight strategies to support the boys in our school.

2. Jude - Focus on building positive relationships with autistic students prior to teaching them your subject. Focus on belonging.

3. Positive language around school and in lessons. More collaborative language. For example, saying 'yes and' rather than 'yes but'. Also saying we don't know this 'YET' suggest that students can learn with support.

Adopting more positive language

Need to spend time to get to know our autistic students as individuals and differences between girls and boys - how it manifests

Boys dealing with boys' groups early in Yr 7 or 8 in a positive way.

Keynotes:

Neuroscience - engaging delivery/ metacognition information-could be used in lessons to show the need to keep recapping material. Great use of humour.

Google workspace - LM notebook revisit/ strategies to change colours on slides/ embed dictations/ import articles. It was a good introduction - would be helpful to have time to explore it more.

Autism- it was useful to share experiences with TAs/teachers in the trust. Building trust/ knowing the supportive students for ASD students

2) WHat positive outlook for boys do we have?

3) How is it that boys socialise in a positive way. Expected norm?

4) STudents who have experienced trauma still "hold on" to the affection from parents despite experience

WORKSHOPS:

-Using the Google Workspace: TAking an article and AI can see what words they understand/not

-The balance of technology within a classroom and beyond at home

The fast pace of lessons can increase anxiety.

Key words must be learnt and practised. Make sure they have picked up the minimum at least of the lesson.

Trauma has a big impact on learning child is not engaged if emotionally distressed and can be reminded of trauma inadvertantly.

"Remember you have met one autistic person you have just one autistic person.

1)Each SEND child is different and strategies need to be adapted individually .

2)Think of strategies that work for department for - Anticipate, Adapt, Assess.

3) Language used in lessons .

4) How to address the hed mentality of boys and turn in into positive message

5) Yes and... approach to classroom questitioning.

Workshops -

Memory -

1)Practical tips on how to change the mindset of students to become positive learners.

2) Strategies to change the biographical memory.

3) How emotions affect learning and how can we as teachers take that into account to help students who are facing these emotions during a lesson.

4)A little bit of discomfort can lead to better learning , however this would need support from teachers .

Metacognition -

We learnt the science of how neural networks work.

1) practical strategies we can use in classroom practice to ensure students are available in the right mental space to learn .

2)When the negative emotions work the positive brain does not work , which is the limit for our brains.

• Strategies to avoid unconscious bias

  • know yourself

  • manage yourself

  • grow your network

  • flip your perspective

  • beware recruiting for cultural 'fit'

• how can we address our 'lived experience' to tackle bias

• are we letting our unconscious bias affect our approach in lessons? Don't let your bias determine how you approach lessons and students

1. How can we be sure students feel included throughout the day?

2. How can we spot when girls with Autism struggle if they have learnt to mask their true feelings?

3. How can we support boys to express themselves?

Workshops:

1. Neuroscience workshop: To enable creative thinking, you sometimes need to step away from the task and come back later with a fresh mind.

2. Memory workshop:

   -Life experiences affect the development of the brain from a very young age.

   - If young learners manage to change their mindset to a model that helps them learn better, their memory may improve.

   
   

Unconscious bias - How we can challenge perceptions about cohorts e.g. 'bad' and 'good' year groups.

Rewriting the narrative 'they never do x'

Factory resetting classes and years, fresh starts

1. What do we do to support the mental health of our ASD students- female students mask more - are we missing those who aren't as high profile?

2. Reflecting on the cause of students actions and/or reactions - fight or flight - where is this coming from? How we can we support the moving forward?

3. What can we do to focus on the positive people we want our young men to be? Do we focus on sanctioning in reaction rather than supporting?

Workshops- Takeaways/emerging questions

1. Michael- Focus on supporting boys/young men in diminishing their feeling of failure- how can we guide and support them?

2. Martin - How do we reflect on our own unconscious bias on all levels e.g interviews, class expectations. Are we MORE reactive based on past experience with classes/students?

3. Margaret- K students being statistically the most unhappy to come to school. Could we use these as a focus for our student shadowing and/or book looks?

4. Jeremy- think about where you students are from a brain developmental point of view- students are all individual have different mindsets and rate of brain development/growth cognitively and emotionally

-One trust one vision helped seeing the trust as colleagues rather than a higher power

Consider how development of the brain may impact on students cognitive ability to take in new knowledge/or information. Are students not listening vs not taking in?

AI (Gemini) - Can use to support planning, and for translation (potentially useful for communicating with parents who speak limited english) Lots of potential benefits for EAL students and parents.

Unconscious Bias - affinity bias - viewing people more positively if you share similar characteristics with them. Recruiting for cultural bias and be careful to help all students not just those you may have a bias towards. Helping with intention

Young men and boys - Considering the specific challenges and pressures that young boys face. Avoid phrasing with anything about being macho and what it means to being a man. Good to consider when thinking about inclusive language and work in this area. The most important thing is to listen, not shame and don't devalue their perspective even if you don't agree. Bring them around in slow, subtle caring way.

Safety - our students being safe is not just about our physical and emotional safety there is much more to it.

everyone has a different role to play and is accepted as who they are.

Martin session: reflect and challenge your own unconsious bias. Widen your circle of influence

Rob session: work around being in the club and feeling excluded was excellent.

Liz Byrne: assessing individual's ability to work inclusively within a team

Martijn Van Der Spoel: interesting strategies to apply to lessons

Autism has a genetic element to it, this is something that we need to bare in mind. Also the idea that parents of SEN students may also have SEN themselves

Reducing overwhelming rooms with lots of posters that can be really distracting to students with SEN.

Students may not like eye contact 'e.g. saying all eye on me'. This may be more distracting to students. May be better to say 'listen carefully'.

Might be a good idea to look into training/workshop or ways to support teachers on how to best support SEN e.g. autism.

Workshop 2 - Martin

Focus on memory and learning skills. how students can become better at learning.

Reinforce the idea that students may feel uncomfortable at the start when exposed to new content, however with time that they will feel more comfortable.

Workshop 3 - Margret

The students with low profile SEN, we may be doing a disservice by focusing mainly on the students with higher profile SEN that takes the attention away.

Also the idea that they may be quieter.

Workshop 4 - Cat

Google has created so many tools that can help students access the learning, that they normally wouldn't be access. For example helping students that have dyslexia.

Autism, inclusion

Jane

SCaffolding of learning

Multicultural intellijenec

VEry good you can do something on line about multicultural intelligence

Emotional INtelligence - Martin

How emotions can affect the process of learning

Identity

Security

Authority

Success

Stuctural knowledge, how you are teaching them

INtelligent repitition. Learn through repitition

Jeremy - Brain maturation

How the brain works- teenage brain frontal lobe does not develop and is still in daring mode. Taking risks. More interested in their social status than learning.

Brain placisity

1. Jane Hayward - SHe talked ab out the fact that students have all different developmental phases and some of the things that are asked of them in their SATS for example are beyond the developmental capabilities of children. This could lead to students underperforming in SATS and being labelled as LAPs whereas actually this cognitive ability comes in later and so therefore if someone is weak in Year 6/7 then that doesn't mean that will last into Year 11.

2. Professor Riddell - She talked through the different parts of the brain and how they work and operate. One interesting part was the part of the brain associated with emotions. This needs to develop and so some people with ASD who don't understand or can't read emotions might have this part of the brain develop differently. Something to bear in mind.

3. The idea of how emotions have an impact on the learning of the students. It gave me understanding as to why students are worried/resist learning something new. He want to demonstrate how we could break those barriers down. To always ensure the students are seen, and when to bring emotions in to the classroom, and when to leave it outside

   (House and foundation structure)