Teaching

A New Approach to Initial Diagnostic Assessment in FE

• Why have initial diagnostic assessment and what makes it successful?
• Who should be involved in writing the IDA and what should be assessed?
• How to write a customised, course-specific IDA
• Links to individual learning plans
• Learning styles
• Spotting and identifying the hidden disabilities of dyslexia and dyspraxia
• Constructing a targeted IDA

Coping with Challenging Behaviour in Libraries and Learning Centres

• What do staff expect of students and vice-versa?
• How do we get the environment we want?
• An introduction to transactional analysis - fielding offensive and insulting   comments
• Anger management - ours and theirs
• Handling aggression
• An introducing to assertiveness
• Personality types and the bill of rights
• How to say no

Behaviour and Anger Management in the Classroom

• Staff behaviours that escalate a crisis
• Emotional and/or behavioural difficulties
• The four goals of misbehaviour and the self-esteem spiral
• The hidden disabilities – dyslexia, dyspraxia,, ADD/HD, Asperger Syndrome and    implications of the SENDA and Disability Equality Duty (optional)
• Handling our own anger
• The rage cycle – and how to handle it

Individual Needs of Students and Compliance with Disability Legislation

• The Special Educational Needs Discrimination Act and Disability Equality Duty   made simple – what staff need to know
• The most common psychological conditions – depression, anxiety and stress,   phobias
• Obsessive/compulsive disorder, self-harm, eating disorders and suicide
• Dyslexia and scopotropic sensitivity
• Dyspraxia
• ADHD, Tourette’s Syndrome and co-existing conditions
• Asperger Syndrome and autistic spectrum disorders

Demystifying Differentiation: Strategies and Solutions

• The five components of differentiation – assessing current practice
• Pre-assessment: multiple intelligences, learning styles, reading and   developmental stages
• The learning environment: optimum learning conditions, students’ levels of   concern
• Task analysis
• Readability activity
• Differentiated learning using multiple intelligences, tiered lessons, strategies for   specific learning disabilities
• Differentiated assessment: methods, rubrics, problem-solving

Target Setting for Motivation and Behaviour Management

• Who plays a role in target setting?
• Positive and negative consequences of target setting
• Academic goal setting
• Four goals of misbehaviour
• Setting behavioural targets
• Strategies for behavioural target achievement
• Listening and interviewing skills
• Working with case studies

Working Together: A Course for Learning Support Assistants
and Teaching Staff

• The inclusion agenda – are you inclusive or just integrative?
• Working in partnership – planning and implementation
• Factors influencing learning
• Ways of supporting students effectively
• The role of the learning support assistant
• Pointers to a successful partnership
• Features of successful teams
• Managing change

Coping with Challenging Behaviour in Schools

• Staff behaviours that escalate a crisis
• The child with emotional and behavioural difficulties
• The goals of misbehaviour and strategies to counteract it
• The four main hidden disabilities – identification and strategies
• Managing our own anger and that of others
• Managing aggression

Your School, Your Students and Diversity Law

• The Special Educational Needs Discrimination Acts made simple – what staff and   senior managers need to know
• The Disability Equality Duty and what it means to your school
• The main psychological conditions – depression, anxiety and stress, phobias,   obsessive/compulsive disorder, self-harm
• Dyslexia and scopotropic sensitivity and Dyspraxia
• AD(H)D, Tourette’s Syndrome and co-existing conditions
• Asperger Syndrome and high-functioning Autism