diversity saale model english

SAALE Model

• Systematic Approach for Adapting the Learning Environment

Model SAALE

Socioemotional Environment

Behavioral Environment

Adapted

Environment

Physical Environment

Adapted Instructional Environment: Planning & Teaching

Lesson Plans

Techniques

Format of Content

Media

Adapted Evaluation

Student Evaluation

Grading

Model SAALE :

3 types of adaptation:

• a. environment

• b. instructional environment (planning & teaching)

• c. evaluation

Adapting the environment

1. The socio-emotional environment

2. The behavioral environment 3. The physical environment

Adapting:The socio-emotional environment

• A risk-free environment

• Teacher attitudes

• Student attitudes

• School-related social skills

• Peer-to-peer social skills

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. Adapting the basic facilitiesb. Adapting the schedule/timetablec. Adapting students groupingd. Adapting the classroom


1.Adapting the basic physical facilities:

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


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


3.Student grouping

• Creative group• Interest group• Research group• Block system• Hybrid system


4. Adapting the classroom:

a. Learning centersb. Equipments in the classroomc. Notice board

The behavioral environment Create a structured classroom, with rules:

1. Involve students in creating rules2. Make sure that these rules short and clear3. Rules are stated positively4. Mention these rules repetitively5. Put the rules in a place where it can be seen clearly6. Make notes of changes in the rules7. Make sure rules are suitable with activities8. Make rules that can be enforced9. 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 learningBehaviour of students with disabilitiesBehaviour of students who are still growing/developing

Handling students’ disruptive behaviour

1. Ignore negative behavior 2. Signalling3. Distance control4. Change their negative comments into jokes5. Give them encouragements6. Interest boosting 7. 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. Involve students2. Students prepare teaching/learning materials3. Link lessons to life4. Fill with activities/help students towards mastery5. 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.


There are 4 adaptations:1. Planning2. Teaching components3. Delivery4. Planning adjustments

Adapting the Teaching Plan

Teacher needs to plan his/her teaching according to the diversity within the

classroom.


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 theministry 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/orCooperative 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. Objectiveb. Strategyc. Sourced. 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 (1975) :

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. AssessmentRefers 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 learningb. 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


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


2. retention Remembering something after learning it/about it.


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 TechniqueTeaching- teacher’s main roleAdaptation 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 searchdemonstration – students presentation activity - extra activities

Specific technique

Expository – lecture, explanation, recitation, discussionInquiry – asking, stating hypothesis, intrepetation, classifying,

hypothesis testing, observation, synthesis

Specific technique

Demonstration – eksperiment, show, simulation, games, modelling, field work.Aktivity- role 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)

4. Using Media/Technology

diversity saale model english

Documents