Option one: If participants have done activity 4.3, you may want to ask them to make teaching and learning aids that could be used in the lesson they planned. Option two: Give them some activity cards (Handout 4e) and ask them to make aids that could be used during one of these activities. Get each small group to pick a different activity. Use any of the waste and environmental materials we have collected. When designing your teaching and learning aid, think about children who cannot see, hear, understand or move very well. Make sure you adapt the aid to ensure that at least one of these groups is able to use the aid easily. After at least 30 minutes, ask participants to share their teaching and learning aids with the whole group. They should briefly explain their chosen lesson objective and what this aid will help children to learn. They should also explain any specific adaptations they have made, to make it more suitable for children who have difficulty seeing, hearing, understanding or moving. Allow everyone to give feedback on each teaching and learning aid. Encourage participants to be positive and constructive. Ask them to suggest how each aid could be adapted for learners who experience specific difficulties. Present the following: If each teacher creates several aids like these, very quickly the school could develop a resource collection. The aids could be stored in one place and every teacher could borrow them. Give participants the following instructions: In small groups, discuss how you could create a resource collection for your school. Where could you put it? How could it be organised and managed? Who could help you to make more teaching and learning aids to add to the collection? Possible answers to expect from participants Organising and managing a resource collection It could be stored in the staff room, library, head teacher’s office, etc. Teachers could borrow an item, write it in a note book, and then return it when they have finished. One teacher could take responsibility for organising, cataloguing and tracking the materials. This role could be rotated so that teachers take it in turns each term or year. Responsible older children could also be given the task of helping to organise and manage the collection. This could help them learn useful skills for work.
Option one: If participants have done activity 4.3, you may want to ask them to make teaching and learning aids that could be used in the lesson they planned. Option two: Give them some activity cards (Handout 4e) and ask them to make aids that could be used during one of these activities. Get each small group to pick a different activity. Use any of the waste and environmental materials we have collected. When designing your teaching and learning aid, think about children who cannot see, hear, understand or move very well. Make sure you adapt the aid to ensure that at least one of these groups is able to use the aid easily. After at least 30 minutes, ask participants to share their teaching and learning aids with the whole group. They should briefly explain their chosen lesson objective and what this aid will help children to learn. They should also explain any specific adaptations they have made, to make it more suitable for children who have difficulty seeing, hearing, understanding or moving. Allow everyone to give feedback on each teaching and learning aid. Encourage participants to be positive and constructive. Ask them to suggest how each aid could be adapted for learners who experience specific difficulties. Present the following: If each teacher creates several aids like these, very quickly the school could develop a resource collection. The aids could be stored in one place and every teacher could borrow them. Give participants the following instructions: In small groups, discuss how you could create a resource collection for your school. Where could you put it? How could it be organised and managed? Who could help you to make more teaching and learning aids to add to the collection? Possible answers to expect from participants Organising and managing a resource collection It could be stored in the staff room, library, head teacher’s office, etc. Teachers could borrow an item, write it in a note book, and then return it when they have finished. One teacher could take responsibility for organising, cataloguing and tracking the materials. This role could be rotated so that teachers take it in turns each term or year. Responsible older children could also be given the task of helping to organise and manage the collection. This could help them learn useful skills for work.
Programme%204%20~%20Preparing%20lessons.docx