How To Teach Everybody
How can hard-pressed teachers in mainstream classrooms plan and deliver lessons that cater for the learning needs of all their pupils, without either excessive, unrealistic preparation time, or the need for specialist training? Written by an experienced teacher, How to Teach Everybody tackles this problem by providing practical, flexible teaching strategies to enable pupils with diverse needs overcome barriers to learning and to realise their potential. This
pragmatic book is written for all classroom teachers, and not just SEND specialists. It provides guidance on strategies available to deal with a range of pupils' needs in the classroom - focusing on what can be done in the time available, and with the resources teachers have to hand. Topics covered include:
understanding the barriers to learning; establishing relationships and routines; making effective use of support; the use of resources, including text, visual material, and technology; the design and implementation of tasks; and the use of t
- Front Cover
- Title Page
- Contents
- Acknowledgements
- Introduction
- Chapter 1 Visual strategies
- Slide presentations, blackboards, and everything in between
- What do good ones look like?
- Diagrams and pictures
- Demonstrations
- Process cards
- Sorting cards
- Objects
- Displays
- Resources: glossaries and exemplars
- Planning written work on the wall
- Extending activities by using visual materials
- Chapter 2 Using text and words
- Check your pupils’ vision
- Helping students read
- Helping students write
- Chapter 3 Changing the task
- Formative assessment
- Ways to change the task
- Chapter 4 Supporting sensory needs
- Differences in sensitivity
- Awareness of personal space
- Teaching strategies to help the hearing-impaired
- Teaching strategies to help the visually impaired
- Strategies for those who are colour vision deficient (colour blind)
- Setting out the classroom to support those with sensory difficulties
- Fiddle objects
- Opportunities to move around
- Chapter 5 Marking
- Prompt marking
- Clear, legible and respectful marking
- What is the purpose of your marking?
- Marking for motivation and behaviour
- Approaches that can save time when marking
- Self-checking before marking
- Peer marking: why, why not and how to use it effectively
- Time for students to improve work
- Triple impact marking
- Awareness of students with specific difficulties
- Awareness of students who are more or the most able in the group
- Chapter 6 Using other people to support differentiation
- Reading practice
- Precision teaching
- Mentors
- How to involve parents and carers in supporting differentiation
- Working with colleagues to differentiate within the classroom
- Working with colleagues who are supporting learning outside the classroom
- Chapter 7 Routines
- Routines to help support pupils
- Routines for teachers
- Chapter 8 Differentiation through managing behaviour
- Class or group strategies
- Strategies for individual pupils
- Dealing with attention-needing behaviours
- Managing rude behaviour
- Analysing behaviour
- Communicating behavioural expectations to pupils with communication difficulties
- Explicitly offer a fresh start after a difficult session
- Chapter 9 Developing effective and motivated learners
- Developing learning resilience
- Reducing anxieties
- Planning for non-planners
- Build in motivation
- How to ask for help and build up a network of support
- Find role models
- Experiencing consequences
- Feeling safe
- Chapter 10 Teaching high achievers and the gifted and talented
- What is good teaching for those who learn quickly and easily?
- Teaching to broaden knowledge and understanding
- Teaching to deepen knowledge and understanding
- Teaching metacognition
- How to integrate imagination and curiosity into lessons
- Dual exceptionality
- Developing fluency
- Index
- Back Cover
