Changing your study level will return you to the beginning of the module. Of interest to all target audiences. Learning about specialist teaching.
Strategies for Learning and Teaching | Special Education Support Service
Given that the nature of learning for those with PMLD can never be guaranteed to be either linear or developmental Barber and Goldbart, ; Ware, ; Imray, ; Hewett, ; Routes for Learning, , Aird, ; Lacey, ; Carpenter, , there is a considerable challenge to our teaching methodology, which is generally based on subject-driven, target-centred, skills-based curriculum models. Skills-based teaching recognises that certain skills need to be acquired by practice over time.
A footballer will hone the skill of taking penalties by regular practice. It is not necessary for this to take place within the context of a game, just as it may not be necessary for a learner to eat lunch to practise holding a spoon; the skill can be transferred to the relevant situation once it has been acquired. But for learners who are poor at generalising skills we run the risk of disassociating the skill from the practice. Teachers also have to decide the number of targets appropriate for each learner: Too few puts tremendous pressure on success and might easily lead to concentrating on the immediate targets for the term, say.
There may be a myriad of other progresses in all sorts of other areas that are not recorded because the recorders are concentrating on pre-set targets. There is an assumption that just as all learners must benefit from subject-based learning, so all learners must benefit from SMART targets.
Attainable and relevant may be reasonable; specific, measurable and timely may not. One commentator argues that learning at this very early cognitively developmental level does not occur by laying one skill upon another to form a building block, but is 'scatological', coming from all experiences in the holistic manner of neuro-typical children learning through play. During pre-school play groups, teachers will not have specific targets for children to achieve. They offer opportunities to play, tools to facilitate play, other children in the vicinity to play with; they will ladder and scaffold with children who might find it difficult and stand back with children who take to it easily; they will help to resolve difficulties and give problem solving and thinking opportunities to children.
Although there is definitely a place for skills based teaching, for pupils with PMLD , it should probably only be practised when the class receives one-to-one teaching and learning opportunities.
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