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A new approach to differentiation
This is the sort of book that should be included as compulsory reading for all trainee teachers, but it is also a great read for all those teachers who just need a gentle reminder or a tweak to well-worn practices.
It is packed with helpful suggestions to improve both lesson structure but also the enjoyment of lessons, for adult and child, whether it be by outcome or the ability to access what is being delivered. All too often we think we are delivering our best, when, with a few adjustments, our lessons could become more inclusive and more accessible.
The case studies running through the book are varied and frank,and in some cases, are quite heart rending. The individual cases are insightful and meaningful. The example given by the author of his aeroplane making in CDT is particularly memorable and poignant.
Despite the many pointers and ideas, the book is written in such a way that it does not feel as if you are being preached at or criticised but merely…..‘Instead of this, try this’.
Sometimes the tiniest tweaks could make a difference to a child.
As teachers we often focus on the teaching and the learning outcome, forgetting in our enthusiasm or habit, that for a child sitting at the wrong sized desk, or with a fear of editing, or worrying about the upcoming PE lesson,or a misunderstanding of some basic instruction, this is not going to happen. The book is packed with practical and often simple suggestions that would make all the difference. The authors are obviously speaking with bags of experience, demonstrating great understanding and a huge amount of perception.
I think the tips and ideas suggested in this book would benefit all our teaching practices wherever we are in our careers.
A message from the authors;
The biggest barriers for effective inclusion are time, stress and money. We wish we could persuade everyone that teaching children with additional needs does not need to be costly or time-consuming, but can be done through everyday teaching practice.
At the root of our approach to inclusion is the importance of developing a culture of differentiation that permeates the lesson impacting the whole class, not just those identified as vulnerable or having SEN.
No worksheet can ever produce the indicators of real learning and belonging that can be developed through The Inclusive Classroom that engages all children.
Effective inclusion in the classroom shouldn’t be a burden; it should be the most rewarding aspect of a teacher’s role. In this innovative guide to supporting the most vulnerable students, experts Daniel Sobel and Sara Alston help primary and secondary teachers understand the barriers to children’s learning. Emphasising the importance of meeting needs rather than focusing on diagnosis, they provide proven differentiation methods that maximise learning for the whole class, while reducing stress and saving time for the teacher.
Guiding teachers through all the different phases of a single lesson, from starters to plenaries, the unique format of The Inclusive Classroom will help bring inclusion to the forefront of any lesson plan. Each chapter contains simple, effective actions to differentiate and improve learning outcomes for students vulnerable to underachievement, including those traditionally labelled SEN, EAL, pupil premium, looked after and young carers. Also provided are back-up ideas for when things don’t go to plan, real-life anecdotes from teachers, and instructions on how to rethink traditional diagnoses and instead prioritise strengths and participation needs.
“The Inclusive Classroom is essential reading for new and experienced teachers. It is insightful, accessible and packed with practical ideas. This will prove to be a great resource supporting the inclusion of all children.” – Dr Helen Curran, Senior Lecturer in SEN at Bath Spa University, @drhelcurran
“An honest, genuine and authentic read by two authors with personal, first-hand experience of SEN. The book is peppered with tangible ways to look to the needs of all children as individuals. The “Try this… Instead of this” sections are particularly useful for practitioners. I highly recommend it.” – Helen Frostick, Former headteacher and educational consultant
|Publication date:||7th January 2021|
|Author:||Daniel Sobel & Sara Alston|
|Year Groups:||Key Stage 3|
Daniel Sobel MA Ed (Psych) FCMI FCIC FRSA is the CEO and founder of Inclusion Expert, a leading educational consultancy offering training and resources to professionals working in inclusion. In 2012, Daniel was highly commended at the Educational Business Awards for his outstanding insights and strategic thinking in education, and Inclusion Expert won a Grand Prix at the Education Investor Awards in 2015. Daniel is the author of Narrowing the Attainment Gap and Leading on Pastoral Care, and is a featured columnist for The Guardian. He has also written for the Times Educational Supplement and regularly speaks on educational inclusion, social and ...More About Daniel Sobel & Sara Alston