Special Education During Lockdown: Returning To Schools and Colleges in September

This study by the Nuffield Foundation explored how education provision over this time has changed for children and young people with SEND who attend special schools.

Families whose children have special educational needs and disabilities (SEND) have faced unique challenges during the coronavirus pandemic. This study by the Nuffield Foundation explored how education provision over this time has changed for children and young people with SEND who attend special schools.

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#89090"
  ["title"]=>
  string(69) "Connectus - An amazing way to keep in touch with families in lockdown"
  ["categories"]=>
  array(1) {
    [0]=>
    string(16) "Digital Learning"
  }
  ["url"]=>
  string(98) "https://www.teachingtimes.com/connectus-an-amazing-way-to-keep-in-touch-with-families-in-lockdown/"
  ["post_date_timestamp"]=>
  int(1602240694)
  ["objectID"]=>
  string(12) "post-89090-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(100) "Thinking about improving communications with parents? Jen Holmes  found it was easier than expected."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(308) "... to use and took out a subscription. Vital information, sent in an instant Sincelaunching the app at their nursery, Little Oak has used it to send importantinformation out to all parents, quickly and easily.‘Theapp was essential a few years ago when we had heavy snow and needed to closethe ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(69) "Connectus - An amazing way to keep in touch with families in lockdown"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(11) "Sal McKeown"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(100) "Thinking about improving communications with parents? Jen Holmes  found it was easier than expected."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(3403) "ConnectUs School App for Parents has proved its worth in lockdown at Little Oaks Nursery in Spalding Like somany nurseries and schools, Little Oaks Nursery in Spalding was looking for aneasy way to communicate quickly and effectively with families. They were alltoo familiar with an endless ream of letters being sent home and emails toparents that went unopened!Jen Holmes, manager at Little Oaks, was looking for a simple solution to improve communications with parents, save on staff admin time and cut down on printing costs. ConnectUs’ School App for Parents looked as if it could be the answer but, for self-confessed technophobe Jen, using an app seemed a bit daunting at first. After a short walkthrough with ConnectUs trainer, Robin, Jen saw how easy it would be to use and took out a subscription. Vital information, sent in an instant Sincelaunching the app at their nursery, Little Oak has used it to send importantinformation out to all parents, quickly and easily.‘Theapp was essential a few years ago when we had heavy snow and needed to closethe building unexpectedly. We had to get all the little ones sent home safelybefore they got snowed in! It’s also been excellent for sending out remindersfor things such as 30-hour code validations and returning funding declarations.’Staff can also post key dates such as charity events, fundraisers, trips out and the all-important term dates which has saved them from being bombarded with calls asking, ‘When’s the last day of nursery again?!’ Clear communication during COVID-19 closures SinceMarch, the constant review of COVID-19 guidance has meant that theever-changing arrangements have needed to be disseminated quickly and clearlyto families.Jensays: ‘I really don’t know how we would have been able to do this withoutthe app! We do have a public Facebook page, but sometimes we haven’t wantedthings that weren’t specific to our families, being seen by everybody.‘Little OakNursery has not only used the app to communicate key changes but also todeliver content during closures. They published activity plans,pictures and ideas for the different age groups in-line with what would havebeen in their curriculum so that families could still support children withlearning new skills and mastering existing ones. They even shared videos of stafftelling stories and singing songs and rhymes to keep things familiar for thechildren. ‘We’ve received so many lovely emails back from parents,’ said Jen, ‘withphotos or videos from the children. It has been a really amazing way to keep intouch with everyone.’ Highly recommended Jen Holmes says she would recommend the ConnectUs School App for Parents to any educational establishment where high-level parent engagement is necessary. ‘It’s easy to use, the support team are always accessible by phone or live chat, and it has contributed to our professionalism as well as cutting costs on admin and office supplies. The biggest bonus by far has been for parents to receive important information and updates as swiftly as possible and to have them to refer to by having them on their phone. I’m not quite sure how we could’ve got through the last few months without it!’If youwould like to see how the ConnectUs School App for Parents can transform yourparent communications, simply request a free demo here."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(4) "send"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(16) "Digital Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(1) {
      [0]=>
      array(4) {
        ["value"]=>
        string(21) "Non homepage"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "homepage"
        }
      }
    }
  }
}

Digital Learning

Connectus - An amazing way to keep in touch with families in lockdown

9 Oct 2020

array(8) {
  ["distinct_key"]=>
  string(10) "post#88198"
  ["title"]=>
  string(111) "Education in Times of Crisis: Teachers’ Views on Distance Learning and School Reopening Plans During COVID-19"
  ["categories"]=>
  array(2) {
    [0]=>
    string(10) "Leadership"
    [1]=>
    string(20) "Leadership Briefings"
  }
  ["url"]=>
  string(138) "https://www.teachingtimes.com/education-in-times-of-crisis-teachers-views-on-distance-learning-and-school-reopening-plans-during-covid-19/"
  ["post_date_timestamp"]=>
  int(1597225606)
  ["objectID"]=>
  string(12) "post-88198-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(298) "The COVID-19 outbreak has led to an unprecedented level of partial school closures in the UK and the world more widely. Even though some countries are gradually reopening schools to more students, they continue to be closed to at least part of the student population in 116 countries, affecting ..."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(343) "... been most affected by the crisis. There is widespread concern for vulnerable students including those with mental health issues, those living in poverty, students with SEND, those without internet access, and students who will struggle to re-engage and re-establish learning behaviours when they return to school. Teachers are ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(111) "Education in Times of Crisis: Teachers’ Views on Distance Learning and School Reopening Plans During COVID-19"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(12) "Raspal Singh"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(345) "The COVID-19 outbreak has led to an unprecedented level of partial school closures in the UK and the world more widely. Even though some countries are gradually reopening schools to more students, they continue to be closed to at least part of the student population in 116 countries, affecting over 60 per cent of the global student population."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5603) "This report by the Chartered College of Teaching investigates teachers’ views on the impact of partial school closures on learning, wellbeing, school reopening plans and potential long-term implications for education. The COVID-19 outbreak has led to an unprecedented level of partial school closures in the UK and the world more widely. Even though some countries are gradually reopening schools to more students, they continue to be closed to at least part of the student population in 116 countries, affecting over 60 per cent of the global student population.In England, a gradual phased return was initiated at the beginning of June, with students in Reception, Year 1 and Year 6 being encouraged to return to schools – but the latest available numbers show that only 26 per cent of children in Year 6, 20 per cent of children in Year 1 and 22 per cent of children in Reception are actually attending school.Initial plans for all primary school students to return to school before the summer holidays have now been abandoned and all students are currently expected to return to schools full-time from September. This means that, taking into account periods when schools would have been closed because of holidays, the majority of students will have missed roughly 14 weeks of face-to-face teaching by the time they return to school in September, making the current partial school closures unprecedented in scale and length.Main Points:The majority of teachers in this sample feel confident with planning and delivering distance learning, but some would welcome additional training. Around half of teachers felt they had maintained good contact with their students but some felt that the crisis had strengthened their relationships with families whilst others had struggled to engage parents. Most teachers think that around half of their students are coping well with distance learning but nearly all are worried about at least some of their students. Strategies such as quality feedback, adaptation and a range of activities were thought to contribute to more effective distance learning.Concerns were raised over children who are unable to access online learning. However, benefits have been reported for other students such as positive responses to learning more autonomously and at their own pace, spending more time with families and having the opportunity to learn new skills, including the use of new technologies.Technology has provided many new ways of working which teachers would like to maintain in the future. These include setting and marking homework online, creating banks of video lessons to use for training, revision, flipped learning and remote teaching and using video conferencing for meetings and CPD. Teachers hope that embracing these methods may enable more flexible working and a better work/life balance for staff in future.Teachers described the extensive work that has gone into supporting families throughout this crisis. Parents turn to teachers for support with a wide range of issues, including financial worries, housing issues, domestic violence and coping with bereavement. In many cases school staff feel ill-equipped to deal with these issues. Teachers ask for funding and support from other services such as charities, social workers and psychologists, to enable them to continue meeting these wider societal needs. Teachers would particularly like training in promoting wellbeing and supporting children who are grieving or traumatised.The negative portrayal of teachers in the media has had a significant impact on teachers’ wellbeing and is considered a potential threat to the ongoing recruitment and retention of teachers. Many teachers have felt unsupported by the government throughout this crisis, finding communication unclear and inconsistent. They would like concise, consistent and timely guidance in future, including a clear plan to follow. Teachers called for more collaboration between policymakers and practitioners, with teachers’ views being valued and trusted and would like to see a better public understanding of what teaching entails, leading to a more supportive and positive image of the profession. The impact on teacher and student wellbeing is varied. Around one-third of teachers think that partial school closures have negatively impacted the wellbeing of most of their students. However, others have seen students’ wellbeing improve as a result of less formal schooling and more time with family. 60 per cent of teachers reported that their work/life balance has been negatively impacted by the crisis whereas 25 per cent felt it had enabled them to have a better work/life balance.The COVID-19 crisis has raised awareness of both social and educational inequity and the challenges faced by the most vulnerable students. Eighty per cent of teachers agree that their most vulnerable students have been most affected by the crisis. There is widespread concern for vulnerable students including those with mental health issues, those living in poverty, students with SEND, those without internet access, and students who will struggle to re-engage and re-establish learning behaviours when they return to school. Teachers are keen to know the best ways to support these students when they return. Teachers rated small-group tuition as the favoured method for helping students who have fallen furthest behind academically.Teachers voiced concerns about staff and student safety and the difficulty of social distancing in most school settings, particularly with younger students, which is why they would generally"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(4) "send"
      }
    }
    ["categories"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(20) "Leadership Briefings"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(2) {
      [0]=>
      array(4) {
        ["value"]=>
        string(21) "Non homepage"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "homepage"
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(15) "school closures"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Education in Times of Crisis: Teachers’ Views on Distance Learning and School Reopening Plans During COVID-19

12 Aug 2020

array(8) {
  ["distinct_key"]=>
  string(10) "post#88165"
  ["title"]=>
  string(28) "Learning Lessons In Lockdown"
  ["categories"]=>
  array(3) {
    [0]=>
    string(25) "Applications and Software"
    [1]=>
    string(16) "Digital Learning"
    [2]=>
    string(24) "Teaching With Technology"
  }
  ["url"]=>
  string(59) "https://www.teachingtimes.com/learning-lessons-in-lockdown/"
  ["post_date_timestamp"]=>
  int(1597238165)
  ["objectID"]=>
  string(12) "post-88165-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(146) "LEO Academy Trust struck lucky when it decided to adopt Google's G Suite for Education as its digital education platform. This is how they did it."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(340) "... ones we had beforewere entirely successful.  There wereissues,’ said Graham, ‘and if anything is a chore, teachers won’t do it.’Accessibility aids children with SEND Accessibility is in-built in G Suite and Chromebooks. Ajani is partially sighted and uses a standard Chromebook but has a larger external screen ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(28) "Learning Lessons In Lockdown"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(11) "Sal McKeown"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(146) "LEO Academy Trust struck lucky when it decided to adopt Google's G Suite for Education as its digital education platform. This is how they did it."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5509) "Leo Academy Trust children showcase their skills at a Google Chromebook Summit Sponsored ArticleG Suite was rolled out in September 2019 and not only has it enhanced collaboration between teachers and classes across the six schools in the borough of Sutton that form LEO Academy Trust but it has proved to be a lifeline during lockdown. Graham MacaulayUsing the platform, pupils in the trust canvideo-call their teachers for remote lessons and have supervised group calls tocatch up and check in with each other socially. ‘It is a great way of keepingin touch with friends and they feel that they still have a place in the schoolcommunity,’ said Graham Macaulay, Director of Technology at LEO Academy Trust.It was not aspur of the moment decision to adopt Google. Senior managers started to look atthe possibilities over two years ago as they were keen to move to the cloud toimprove efficiency and save the trust money. In fact, G Suite is saving thetrust over £48,000 a year. But the main benefit is that they have been able toprovide their 4000 or so pupils with a Chromebook free of charge and, in aworld where politicians are still unable to guarantee access to devices and broadband during lockdown, that puts LEO Academy Trust pupils ahead ofthe game.Seeing how other schools used Google ClassroomMacaulay feels that the implementation has been especially successful because of the time spend in planning. ‘We spent about two years on the strategy,’ he said. ‘We were talking to stakeholders and taking feedback from all sectors of the organisation. So, when we came to implement the strategy, people understood what they were doing and why.’First, they looked at what other schools were doing. The executive team went to Britannia Village Primary School in Newham and worked closely with the school finding out what worked and using them as a sounding board. PhillipHedger, the CEO of LEO Academy Trust, had a one week trip to China and cameback full of enthusiasm for the technology. He loved the fact that thetechnology ensured pupil engagement in every part of the lesson and that somany teacher tasks were automated so they had a reduced workload and during thelesson could just focus on teaching.‘Visiting other schools provided confirmationfor our ambitions,’ said Macaulay. ‘We didn’t see a perfect model, but it gaveus a chance to talk about issues and ask questions about practical matters.  For example, children need to produce joinedup, legible handwriting by the end of key stage two but how do you build theseskills when everything is online and how do you evidence learning when youdon’t have exercise books? These are the sorts of questions that you can askother teachers.’Learning from Google and LGfLThey talked to Google for Education. KirriGooch, National Accounts Manager at Google Education, and her team were able todeal with other queries. ‘Going into the cloud is very different,’ said Kirri.‘Schools need to look at infrastructure, think about their Wi-Fi needs. Somehave been wedded to the ideas of servers and traditional technology for manyyears and now they need to look at bandwidth and switches.’ Google has many resources in the TransformationCentre which deal with these issues and the TeacherCentre which provided case studies and answered many of theirquestions.They worked with London Grid for Learning tosort teething problems and benefit from their expertise.  They have a technical consultant, a champion,who can support schools, discuss issues and troubleshoot on G Suite for LGfLschools. Graham noticed that the nature of conversations changed quite quicklyfrom ‘how do I?’ to ‘and so we could ..’ as they began to see widerpossibilities.The academy ran a pilot project across all yearfour classes in the five schools which had very experienced and confidentteachers with the idea of measuring the impact over time. Almost immediatelythey could see the advantages of providing a device for every child fromcentral funding. It is a great advantage to have a commonplatform and using Google Classroom has worked well. ‘The ones we had beforewere entirely successful.  There wereissues,’ said Graham, ‘and if anything is a chore, teachers won’t do it.’Accessibility aids children with SEND Accessibility is in-built in G Suite and Chromebooks. Ajani is partially sighted and uses a standard Chromebook but has a larger external screen. Ruby is deaf and plugs her hearing aids directly into her Chromebook so she gets a better sound quality. In the past, a child with use of just one arm would need a special keyboard to keep up but Noah uses in-built functions. He will just call out, ‘I am recording now. Stop talking!’  The class responds well and there is no need for him to go to a separate area with a special person and he can be totally independent.Sometimes a child needs something extra.TextHelp with its toolbars works well with most programs and the web and offersuseful accessibility options to children with dyslexia and other neurodiverseconditions that may require screen tinting, different fonts and layouts andspell checking tools attuned to non-phonetic spellings.Google supports different approaches to the curriculumAt the heart of the LEO Academy Trust approachto learning lie the four Cs: critical thinking, creativity, communication andcollaboration. These permeate the curriculum but implementing G Suite has broughtan added dimension.They were"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(4) "send"
      }
    }
    ["categories"]=>
    array(3) {
      [0]=>
      array(3) {
        ["value"]=>
        string(25) "Applications and Software"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(16) "Digital Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(24) "Teaching With Technology"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(1) {
      [0]=>
      array(4) {
        ["value"]=>
        string(21) "Non homepage"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "homepage"
        }
      }
    }
  }
}

Applications and Software

Learning Lessons In Lockdown

12 Aug 2020

array(8) {
  ["distinct_key"]=>
  string(10) "post#87068"
  ["title"]=>
  string(37) "Mapping ideas and supporting learning"
  ["categories"]=>
  array(1) {
    [0]=>
    string(16) "Digital Learning"
  }
  ["url"]=>
  string(68) "https://www.teachingtimes.com/mapping-ideas-and-supporting-learning/"
  ["post_date_timestamp"]=>
  int(1591978318)
  ["objectID"]=>
  string(12) "post-87068-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(169) "Find out about the benefits of Concept Mapping with John Galloway, SEND Advisory Teacher in Tower Hamlets, and learn how to use Inspiration like a professional."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(309) "... In a classroom Concept Mapping offers many benefits as a way of working for all learners, but particularly those with special educational needs and disabilities (SEND).At the start of a new topic, perhaps at the beginning of the term, the classroom teacher can share with the class the scheme ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(37) "Mapping ideas and supporting learning"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "John Galloway"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(169) "Find out about the benefits of Concept Mapping with John Galloway, SEND Advisory Teacher in Tower Hamlets, and learn how to use Inspiration like a professional."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(4) "send"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(4328) "Brainstorming is something I’m sure we’ve all done, as I did to plan this article. It involves getting out of our heads the ideas and information we know about a subject so that we can sort it out and organise it into a coherent structure.It is a process rather than an end it itself and can lead to several different outcomes. In my case a ‘Thought Web,’ a visual means of connecting the things I wanted to include before ordering them into a narrative thread.At other times I might have used the same process to achieve a different result, a Mind Map or Concept Map, for instance. Both useful, and sometimes referenced in ways that suggest that they are interchangeable, although, in fact, they are quite different. They have common elements, such as creating links between ideas, and the use of colour to distinguish and to differentiate those links, as well as a theoretical basis that is underpinned by ‘Constructivist’ educational theories. This is the philosophy that suggests learning is a process of constructing a mental jigsaw that is constantly changing as we fit each new piece of knowledge into place.A Mind Map can be seen as an external representation of that process, as a person develops an idea, jotting down thoughts – as single words – that flow from one another in diverse directions. Images can help to anchor those ideas and their connections, both on the page and in our heads. Generally, a Mind Map can be seen as a tool generated by an individual.That might also be true of a Concept Map, where connections are made to understand relationships. However, a Concept Map is not always developed by an individual, it might be created by someone else and given to the learner as a guide to aid their understanding. Whether this is a teacher to map out the subject being learnt, or by a group sharing what they collectively know.Whichever outcome is being sought, there are different approaches that can be used. Pencil and paper is possibly the most accessible, with a fistful of coloured pencils and maybe some Post-it notes if you want to provide flexibility in arranging ideas.However, technology can offer greater diversity in both representation and organisation. Software such as Inspiration 9 can not only create both Mind Maps and Concept Maps quickly and easily, but it also means you can add links from the internet, images, from online or from your device, and annotate it with pop-up notes. There is also the option to have the map automatically formatted into a diagram, or a hierarchical list, that you could use to structure a piece of work.In a classroom Concept Mapping offers many benefits as a way of working for all learners, but particularly those with special educational needs and disabilities (SEND).At the start of a new topic, perhaps at the beginning of the term, the classroom teacher can share with the class the scheme of work, presented diagrammatically as a Concept Map, and the way in which it will be broken down over the weeks. It then becomes a tool for learning that is returned to regularly so the class can appreciate what has been covered, what is coming next, and how it all fits together.With a resource such as Inspiration 9 the different branches of the map can be shown separately so you can both provide an overview of the whole topic and isolate the area under study. It can also be re-visited regularly as a revision aid, shared for individuals and groups to make their own notes, and even printed out to either hang on the wall as a constant reference, or to be put into books for individual study.Concept Mapping is essentially a visual activity, which benefits those who may have language difficulties, but also, by providing a structure, it can help those who struggle to organise their ideas. Whilst this may be especially true for dyslexic learners, it will help any of those who find it a challenge to make connections and construct their own knowledge jigsaw. The use of images, including symbols, helps to reinforce ideas, and act as a prop for those struggling with literacy.It is an approach for teaching, as a means to structure lessons, and for learning, as a way of cementing children and young people’s knowledge and understanding. A straightforward, yet flexible and powerful, way of working. www.inspiration-at.com"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(4) "send"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(16) "Digital Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(1) {
      [0]=>
      array(4) {
        ["value"]=>
        string(21) "Non homepage"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "homepage"
        }
      }
    }
  }
}

Digital Learning

Mapping ideas and supporting learning

12 Jun 2020