Breaking down note taking to during class and after class review is a strategy I probably would use with my students in the future. Just adding 5 more minutes after class could benefit them when it comes to recalling information, which can be a buy-in strategy for students who are motivated to study harder

2) Creating a balanced and supportive learning environment.

3) Balanced study plans, providing more breaks, and various activities are necessary to prevent burnout and maintain focus.

Key word - can be used for teaching vocabulary

PBIS

Tiered Support System - PBIS includes 3 levels of support:

• Tier 1: Universal support for all students

• Tier 2: Targeted interventions for at-risk students

• Tier 3: Intensive, individualised support for students with significant behavioural needs

The MARKER Strategy

Helps students with learning difficulties set goals and self-monitor:

• Make a list of goals

• Arrange a plan for each goal

• Run the plan and adjust if needed

• Keep records of progress

• Evaluate progress

• Reward achievements and set new goals

Strategy 2: PBIS

Gives student a positive environment. Acknowledge students when they meet teacher's expectation.

Acronyms- Easy & fun way to memorise content. It also simplifies complex informations into manageable chunks. Instead of memorising the whole concept, students will only need to memorise the acronyms to recall the info.

Self Monitoring Performance- Allows students to monitor progress over time & serves as a motivation to continue studying hard. This allows students to recognise their strengths & areas for improvement.

• Memory strategies: use of rhymes/songs to teach timetable

  • Makes learning fun 

• Guided notes

  • Use completed guided notes as slides

  • Provide visual cues, such as individual blanks for each word to be filled in

    • Model how to fill out the guided notes 

    • Helps students follow lesson better as they anticipate blanks to fill in 

2) PBIS – tone of voice as students are able to sense our emotions very well

• Songs - Odd and even number(Bingo Song)

Secondary:

• Graphic Organisers – for understanding concepts

• Chunking – Grouping or categorise information to remember information.

• Self-management skill – Booklet to record homework and important dates

• Retrieval practice

  • Effective encoding

  • Serial position effect(Recency effect)

  • Recap and re-emphasise

  • Space practice– splitting chunks

2) The use of test taking strategies would be another area I would like to explore. It will be useful for students especially if they get anxious during tests as the acronyms for step procedures would help make it clear for them on what to do.

Why?

• Helps to reinforce positive behaviours and corrects negative ones

• I like how the teacher had kept the conversation private when correcting a student's behaviour, and followed up after with positive statements when the expected behaviour was demonstrated

• Being objective and focusing on the behaviour only, instead of reacting emotionally

• Creates a positive learning environment and allows us to build rapport with students at the same time

Study skills - using of acronyms to help students remember. Also using of mindmap for learning

2. Self monitoring - Provides opportunities and autonomy for students to monitor their progress

The most impactful learning from today's lecture is learning about Positive Behavioural Intervention Support. I enjoyed watching how the teacher use positive statements on most students to reinforce their positive behaviour. It also sets as an example for other students to want to model after the positive behaviour. I also enjoyed watching how the teacher corrected her students in a respectful and discreet way such that it doesn't affect the student's self-esteem, and it gives them an opportunity to think of solutions to correct their behaviour.

Mind-mapping:

In terms of study strategy, I hope to apply mind map skills strategy on my students as I have found it to work well for me when I was a student. I was taught this strategy during an Adam Khoo workshop and the trainers taught us how to use different coloured pens and markers to highlight certain key points and how certain ideas link from one to another. It also really made learning more enjoyable, and we could remember concepts better after using this skill. I hope this will benefit my students next time too.

2. To use acronyms to help students remember concepts in classes such as science. If we can the student to come up with the acronym themselves, it helps them take more accountability for their learning and may help their retention of the concept.

3. For secondary school students, SENOs may need to guide them on how to craft an effective revision to plan to prepare for their WAs. Students have to tendency to just indicate "study for 3-4 hours" without specifying the topic they intend to revise or even the subject, and end up procrastinating as the task ends up being too ambiguous and overwhelming. Hence, we can teach them to align their revision session objectives to the specific topics or concepts they are being tested on for WA, and to allocate a specific time and day for their revision.

2. One method I have seen my mentor use is mind mapping. This can be used for both academics and non academic related things. By doing a mind map, it can help students break down and link ideas related to the topic making it clearer for them.

3. The use of positive behaviour intervention allows me to bring positivity to the class, and it would make a difference to the student’s learning as praises are preferred over corrective statements.

For primary school students, mind mapping can be more colours and pictures to get their attention. Acronyms will a good source of memory retention such as SLANT and PIRATES. This will encourage students to be more attentive and learn better.

• Reduces reliance on teachers or support staff for constant reminders, therefore leading to less generalisation issues as students monitor and regulate their own behaviour

• Helps students take ownership of their behavior and learning.

• Provides students with a sense of control over their own learning

Memory strategies

• Many SEN students are not able to store, organise and retrieve information well -> teach them strategies to make sense of information and remember it effectively.

• Frees up more cognitive space to pay attention in

Strategy 2: We feel that the MARKER strategy is a good one to help students plan and monitor their goals. Many secondary school students struggle with time management, so this can help them plan and achieve their targets better.

SLANT for executive function of staying attentive in class.

Study skills:

1. Self-talk for guided notes.

2. ⁠Use of acronyms.

3. ⁠Retrieval practice using flow charts, diagrams and graph.

4. ⁠Concept mapping for identifying relationships among ideas.

5. ⁠Creating good study plan.

Skills that are applicable for not just students in primary and secondary schools but into adult learning.

• Keywords - child can relate it to visuals or anything that they can relate so that they can understand and recall it better

Secondary school

• MARKER - empowers student to take charge of their own learning and foster problem solving skills and growth mindset

• Study plan - teach the student time management skills as well

2. PBIS. I think it is pertinent to create a positive learning environment for students to thrive in and feel encouraged. Hence, I hope educators will utilise this form of intervention more frequently.

Pomodoro method: planning out study time and is helpful for students with executive functioning difficulties.

Marker strategies: These are particularly beneficial for students with learning difficulties and behavioural needs and arranging their goal in the classroom

• helps to reduce anxiety

• develops efficient skills to complete the task

• task focused when there is a time limit for the task

Use positive teacher's language

• helps to build student's confidence and motivation

• builds positivity in the classroom

• creates a safe space for learning

• strengthening teacher-student relationship

Using a calm tone when correcting students and also doing it discreetly. it will be helpful with the student pride in the classroom.

Spaced Repetition:

I had practice it during school stint with this. It is helpful to help student recall the lesson content in a long run. The limitation will be it may not work for all type of SEN students, as it is not instant gratifications.

PBIS - This method encourages good behaviour and creates a positive learning environment by teaching clear expectations, rewarding positive actions, and providing support to students who need help. Instead of focusing on punishment, PBIS aims to prevent misbehaviour and promote a respectful and inclusive school culture.

This technique allows students to visually connect ideas, enhancing their understanding and retention of information. I chose this because it helps break down complex topics into smaller, more manageable parts.

Additionally, it can encourage students to see relationships between concepts.

PBIS

I would like to try Positive Behavior Intervention and Support (PBIS) because it helps encourage good behaviour in a positive way. Instead of just correcting mistakes, it focuses on reinforcing positive actions, which can help students build good habits.

I would like to use guided notes with some of my students, depending on their profile and needs, because it allows them to stay focused and engaged during the lesson.

Study Skills:

I like the one of Spaced Practice skills where we teach students how to plan their studying contents and break up or spaced over several sessions instead of cramming up information over a single study session. This concept is based on the frequency of practice sessions and not the duration. I've personally always used this method during my studying days and felt that it usually works for me.

Positive behaviour intervention support (PBIS)

I want to try PBIS when I work with my students in a group setting. This is to ensure that if I need to address the bad behaviour, I would do it in a private manner where only student can hear it to not embarrass my student and maintain a positive rapport with him. I would then give positive remarks when they showed the desired good behaviour.