About this session
Have you heard the term ‘Adaptive Teaching’ being used to describe a way of supporting those pupils with additional needs?
Have you wondered what this means and how this differs from ‘differentiation’?
TThis session shares the differences between the terms and explains what ‘Adaptive Teaching’ can look like in a setting and explores how assessment informs pedagogy, drawing on the strategies suggested in the EEF report, ‘SEN in Mainstream Schools’.
The session illustrates how staff can incorporate these methods effectively into their daily practice to ensure all pupils can access teaching and learning and make progress.
Participants will have access to templates that can be used by teachers to gather a repertoire of strategies to target support.
Useful for:
- those working with or caring for children with additional needs and wanting to improve the effectiveness of support
Suitable for:
- Teachers, Learning Support Assistants and SENCos/ALNCos
Also included:
- Summary sheet of Key Points
- Templates to support planning
- Certificate of Attendance
Session Leader: Alexandria Hough
Alexandria Hough is an experienced practicing SENCo and leader who has enjoyed a successful career, mainly in large secondary schools. She is currently leading literacy provision for SEND learners in a large metropolitan and diverse Local Authority and conducting SEND reviews on behalf on Multi-Academy Trusts.
She is also a parent of a SEND young person and brings both a school and family perspective to her work.
Alexandria has a passion for SEND, making sure SEND learners thrive, are safe, confident and empowered to and have equal life choices in school.
SEND Station
You will receive a warm welcome from us.
Our sessions are informal and informed, delivered with humility and humour and scope for interaction.
‘Sometimes learning is simply better online…SEND Station is a great destination to explore fresh, practical and great value training for those working with and supporting children with Special Educational Needs and Disabilities.’