Diversity SAALE Model English

SAALE Model  Syst System emat atic ic Appr Approa oach ch for for Ada Adapt ptin ing g the the Learning Environment

Model SAALE Socioemotional Environment Adapted Environment

Behavioral Environment

Physical Environment

Lesson Plans Adapted Instructional Environment: Planning & Teaching

Techniques

Format of Content

Media

Adapted Evaluation

Student Evaluation

Grading

Model SAALE Socioemotional Environment Adapted Environment

Behavioral Environment

Physical Environment

Lesson Plans Adapted Instructional Environment: Planning & Teaching

Techniques

Format of Content

Media

Adapted Evaluation

Student Evaluation

Grading

Model SAALE : 3 types of adaptation:  a. env enviro ironment ent  b. instr instruct uction ional al enviro environm nment ent (planning & teaching)  c. evaluation

Adapting the environment 1. The socio-emotion ional environment 2. The The be behavi havior oraal env envir iron onm ment ent 3. The The phys physic ical al envi enviro ronm nmeent

Adapting: The socio-emotional environment  A ris risk-fr k-free ee envi enviro ronm nmen entt  Teacher att attiitud tudes  Student at attitu itudes  Scho School ol-r -rel elat ated ed soc socia iall skill killss  Peer Peer-t -too-pe peer er soci social al ski skill llss

School-related social skills  Expectations in schools regarding  performance and behaviour   ± Teacher/students¶ roles  ± Following directions/rules  ± Listening  ± Participation  ± Changing activities  ± Requesting permission

 For older children, discuss and guide them  For younger children, clear guidelines  Students need to be trained regarding school-related social skills

Peer-related social skills  Making new friends  Sharing and turn taking  Expressing appreciation  Apologizing  Helping others  Showing respect  Respecting cultural differences

 Joining in  Disagreeing  Reading social environment:  ± Non-verbal interactions  ± Body language  ± Feelings  ± Facial expression

Adapting the physical environment 4 types: a. b. c. d.

Adapting the basic facilities Adapting the schedule/timetable Adapting students grouping Adapting the classroom

Adapting the physical environment 1.Adapting the basic physical facilities:

      

Parking space pavement Entrance/exit Lifts/Stairs Telephone Bathroom Switches

Adapting the physical environment 2. Adapting the timetable Types of timetable 1. Traditional 2. Block system (according to subject ±  students go to classes according to their abilities) 3. Hybrid ± combination of traditional & block system

Adapting the physical environment 3.Student grouping

    

Creative group Interest group Research group Block system Hybrid system

Adapting the physical environment 4. Adapting the classroom: a. Learning centers b. Equipments in the classroom c. Notice board

The behavioral environment Create a structured classroom, with rules: 1. Involve students in creating rules 2. Make sure that these rules short and clear 3. Rules are stated positively 4. Mention these rules repetitively 5. Put the rules in a place where it can be seen clearly 6. Make notes of changes in the rules 7. Make sure rules are suitable with activities 8. Make rules that can be enforced 9. When rule are broken-decide on the repercussion together

Plan to avoid negative behavior  Suitable and exciting curriculum Positive feedback from teacher Structured daily schedule Train teachers/staff to deal with undesirable behaviour

Plan to avoid negative behavior  Environmental engineering ±classroom climate Pteaching & learning ± must be suitable with students¶ level Note to parents ± focus on the positive Clear instructions ± voice tone Monitor: collect data on students¶ progress Meeting with parents Adequate equipments

Handling students¶ behaviour Teachers need to be patient with these behaviours: Student¶s ± they are learning Behaviour of students with disabilities Behaviour of students who are still growing/developing

Handling students¶ disruptive behaviour 1. 2. 3. 4. 5. 6. 7.

Ignore negative behavior Signalling Distance control Change their negative comments into jokes Give them encouragements Interest boosting Avoid/ remove the disruptor

Behaviour management ± 

8 levels of token economy 1. Identify the behaviour that needs to be changed (Keep count) 2. Identify the behaviour that can be reinforced 3. Teacher put up a poster of desired behaviours 4. Teacher look for token/reinforcer

5.

Teacher explains the reinforcement procedure 6. Teacher asks students to repeat the explanation 7. Teacher starts the system 8 . Evaluation of the system

MOTIVATING STUDENTS Making students to be more interested in lessons. Some suggestions: 1. 2. 3. 4. 5.

Involve students Students prepare teaching/learning materials Link lessons to life Fill with activities/help students towards mastery Teach from easy to hard

ADAPTING TEACHING AND LEARNING ENVIRONMENT

Why

is this adaptation important?

There are student/s who do not achieve teacher¶s set objective.

What

can be done?

Teacher can do two basic things: 1. Identify the mismatch some students learn by listening some students learn by seeing some students learn by listening and seeing some students learn by listening, seeing and doing.

What

can be done?

2. Adapt/Intervene Plan, execute and evaluate «.if it works, continue «.if it doesn¶t work, try other strategies.

ADAPTING TEACHING AND LEARNING ENVIRONMENT There are 4 adaptations: 1. Planning 2. Teaching components 3. Delivery 4. Planning adjustments

Adapting the Teaching Plan Teacher needs to plan his/her teaching according to the diversity within the classroom.

ADAPTING TEACHING AND LEARNING ENVIRONMENT 1. Adapting the teaching plan Planning is important so that teaching objective can be achieved In the Malaysian education context, Planning is done based on the ministry set syllabi

1. Adapting the teaching plan A good plan is  Flexible  consider challenges that may be faced by students  Teaching materials  Teaching approach In the plan, team-teaching and/or Cooperative learning should also be considered

Adapting teaching and learning  a. teaching plan  b. teaching technique  c. format of teaching content  d .media used during teaching

1. ADAPTING PLANNING Components within the teaching plan: a. Objective b. Strategy c. Source d. Assessment

Teaching Plan Means teacher consider the ability and diversity of students while preparing the teaching plan . Teacher need to prepare the teaching  plan for smart, average and weak  students.

Benefits of a teaching plan ±  Hoover dan Hollingsworth (197 5) : a. Flexible guide to teachers b. Helps teacher to focus on motivating and students¶ diversity c. Heightens teacher¶s understanding of students¶ problems. d. Helps teacher to balance between objective, main content, activities and assessment

Content of a teaching plan: a. Objective : Specific statement on

learning outcomes. The objective must be clear, measurable, and focused on students

 b. Strategy : how teaching activities are carried out

(at our faculty we use the term teaching methodology) Teaching strategy must be suitable with the objective

c. Resource a lot of resource around Teacher need to identify the resource and think how it can be used for the students¶ benefits

d. Assessment Refers to how much of the teaching objective(s) has/have been achieved. Achievement can provide input for teacher to plan the next lesson plan 2 main benefits: a. The effectiveness of teaching and learning b. Feedback to teacher

3. Adaptation of delivery Must be allingned with the  principles of learning.

 LEARNING PRINCIPLES A good lesson plan adheres to these principles: 1. acquisition 2. retention 3. generalization

 LEARNING PRINCIPLES 1. acquisition The process of learning new concepts, ideas or new skills

 LEARNING PRINCIPLES 2. retention Remembering something after learning it/about it.

 LEARNING PRINCIPLES 3. generalization Able to apply the knowledge/concepts or skills in new situations.

4.

Adaptation of  the Teaching Plan In adapting the Teaching Plan, teacher needs to consider the diversity in the class.

Why

is this adaptation important?

There are students who can¶t achieve the teacher¶s objective.

What

can be done ?

Teacher can do 2 basic things:

1. Identify the mismatch Some students learn through listening Some students learn through looking Some have to listen and look  Some have to listen, look and do

What

can be done ?

2. Carry out adaptation/intervention Plan, execute then evaluate«. if it is suitable, continue if not, try other stategies, other teaching materials etc.

Adapting the Teaching and Learning  a. teaching plan (objektive, strategy, source & evaluation)  b. teaching technique  c. format & content  d .media

Important

things:

1. Objektive : A specific statement about

what needs to be achieved (learning outcomes). Objektive needs to be clear, measurable and focused on the students

2.

Strategy : how activities are carried out (FPend uses the term Teaching Method). Strategy needs to allign with objektive ««««««..

Adapting the Teaching Technique  b. Teaching Technique Teaching- teacher¶s main role Adaptation is needed to assist students to learn. Communication between the teacher and student is very important

2 Teaching Techniques 1. Teaching Mastery 2. Teaching Mode

1. Teaching Mastery Introduced by Bloom (1976). Students need instant response and correction if needed. Jaromilek & Foster (1981) State that there are 4 levels in learning mastery ±exposure, inquiry, demonstration & activity.

Levels of Mastery Teaching exposure ± teacher introduces concepts/principles inquiry ± students search demonstration ± students presentation activity - extra activities

Specific technique Expository ± lecture, explanation, recitation, discussion Inquiry ± asking, stating hypothesis, intrepetation, classifying, hypothesis testing, observation, synthesis

Specific technique Demonstration ± eksperiment, show, simulation, games, modelling, field work. Aktivityrole play, drama, group work.

3. Format of teaching content The way teacher presents material Sequence of content, concept & principles 3 activities ± teacher instruction (clear) - exercises (suitable) - student note taking (source)