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Archive for April, 2019

In New Zealand’s state schools, teachers are increasingly faced with larger class sizes, a diverse range of learning and behavioural needs and the requirement to include special needs learners into the classroom environment.

Although ORS students tend to come with a teacher aide (although not 100% of the time), the expectation remains that we will find ways to include special needs students into mainstream classes. Sometimes this can be to meet social needs, other times academic goals and sometimes a mixture of both – although not generally to levels we would expect of mainstream students.

This year I’ve been trying to find quick and easy ways to provide bespoke tasks so that a teacher aide supporting a Student with autism can do so in a meaningful and age appropriate way.  At 14, Student X is keen to have work that in some way resembles what is peers are working on.

This term that involved a novel study of Fleur Beale’s Slide the Corner.

Based on the novel’s content, I devised a series of lessons using Microsoft’s Learning Tools to provide a series of bite sized lessons for X to work on while we focussed on essay writing.

Using a picture of a Lego car,  the Student began by labelling car parts on a paper handout:

Step d.png

Then, with his aide’s help, he completed a cloze paragraph filling the gaps with words from a word bank to write a paragraph about the main character, Greg

Step e

Finally, using the same syntactical structure, he was then prompted to complete a paragraph supplying similar details details about himself.

Step f

I then copied and paste the word document into a OneNote in X’s Class Notebook.

That’s when the real fun began! Using Immersive Reader, the paragraphs were read back to him.

step b.png

At this point, Student X’s expression was one of sheer incredulity. He was simply delighted to hear “his” work read aloud. I showed him and the teacher aide how to adjust the gender and speed of the speaker (he was similarly enthralled by the tortoise and hare icons).

Finally, I demonstrated to the aide and student how to use the dictate function. This allowed X to tell the computer what to type. X was asked to tell the PC what he thought about the lesson – a very basic reflection as his processing is pretty much surface level so he has a very literal world view. We discussed his response verbally first.

I’m  hopeful that both the student and aide will use these amazing Learning Tools again – at least in English but also other subjects too. (The only issue we had was that some of the school laptops had not been updated to run Windows 10  a- simple fix but it pays to check first to ensure microphones are accessible.)

 

step 3

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I stumbled across this wee gem a few weeks ago courtesy of the New Zealand Book Council.

Each Friday, the council releases a list of six words via twitter and invites followers to write a short poem or witticism then tweet it with the #ramereshorts tag. The words are tweeted at 9am and the “winner” announced by 5pm.

I trialled this with my Year 10 extension class last week and while some found the concept challenging initially, all jotted down an offering by the end of 15 minutes – a great starter for creative writing/poetry units when discussing brevity, connotations and best words in best order.

I published my favourites with their first names only then showed them the likes and retweets on Monday. They were more engaged then! (Ah the gratification).

It was interesting to see the variety of work produced in that short time. I’m not sure if it was the words provided or the proximity in timing to the Christchurch mosque massacre but most of the class produced writing with strong messages of hope and redemption. Lovely to read.

I’d recommend this activity as a start for Years 9-13 – of course you’d need a twitter account and their permission to tweet on their behalf. (Only 1/30 had their own account). Here’s a selection of those tweeted:

 

And the winner:

 

RS winner

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