Promoting dialogue with Google Classroom

|Figure 1 illustrates the professional learning community (PLC) model used to generate design principles for dialogue with Google Classroom. It includes: Dialogic intentions

Tristan Igglesden, Faculty of Education, Cambridge University, UK Introduction The demand for remote learning, accelerated by the COVID-19 pandemic, has led to the introduction of the Google Classroom learning management system (LMS) into the lives of over 150 million students (Google, 2021). However, most teachers had little time to consider the potential of this technology […]

Shaping the space: Learning environment and SEMH

Beth Greville-Giddings, Learning and Development Lead, Raleigh Education Trust, UK The term ‘learning environment’ includes many factors. Tapia-Fonllem et al. (2020) discuss the attributes of learning environments across five different dimensions: physical: spaces, furniture, decoration academic: curricular  materials social: interpersonal interactions institutional:  governance and administration wellbeing/ cultural: psychosocial environment.   This review considers the physical […]

How can the secondary mainstream classroom be more inclusive for pupils with ADHD?

Claire Pass, MA Education, Leadership and Management; Co-Founder and Director, Dragonfly: Impact Education, UK Creating an effective learning environment means paying attention to both the macro-culture – across the whole school – and the micro-culture(s) of the individual classroom (Moore et al., 2017). This article will consider how both the macro- and micro-cultures of the […]

It’s easier to be what you can see: Supporting EAL learners in multilingual classrooms

Johanna Thomson, Primary Link Tutor, The Tommy Flowers SCITT, UK; EAL Content Writer, Twinkl Educational Publishing Ltd, UK One and a half million students in England are English as an additional language (EAL) learners (The Bell Foundation, 2020a). Yet too often in school, being multilingual can be viewed as a barrier to making academic progress […]

Equity and English as an additional language: Looking beyond deficit and asset lenses

|FIGURE 1 shows different approaches to viewing children with EAL. Deficit lens includes: Weaknesses and Can’t do. Assets lens includes: Talents

Jacob Huckle, Head of EAL at an international school; part-time doctoral student, University of Bath, UK According to the latest school census, 19.3 per cent of students in England’s schools are learning English as an additional language (EAL), which is around 1.6 million students (Explore Education Statistics, 2021). Although there is no specific data, it’s […]

Integrating inclusive practice for EAL students: All phases

Samantha Torr, Alpha Teaching School Hub, UK Context and demographics  In line with increases in the number of EAL students across the country (Demie, 2017 DfE, 2015).), the ATSH has experienced a significant increase in students with EAL in schools within the areas that it serves.  This has led to project involving 11 schools across […]

Creating inclusive, supportive learning environments

Ali Williams, The Grove, Orchard Mead Academy, UK Inclusive, supportive learning environments The Grove is home to a designated specialist provision (DSP) for students with social, emotional and mental health needs (SEMH). There are 21 students working on-site and a further seven off-site. There are nine specialist staff, plus teachers from the main school at […]

Reimagining adaptive teaching: Creating a supportive environment for all learners

Charlotte Mosey, Senior Lecturer in ITT/E, University of Derby, UK Jack Bryne Stothard, Lecturer in ITT/E and Teacher Education, Research and Innovation Lead, University of Derby, UK In-service teachers, due to time constraints, often have little time to thoroughly reflect upon their pedagogy, and as such it becomes increasingly difficult for innovative and inclusive practices […]

Identifying ‘good practice’ language acquisition strategies in English as an additional language (EAL) classrooms in Spain

|Figure 1 shows rRelatable data for BSO immersion and CLIL plurilingual settings in Spain including: Meaning and comprehension

Shona O’Callaghan, EAL/Dyslexia specialist teacher, Spain Introduction This study is an investigation into examples of good practice language-support strategies found in two differing EAL educational settings in Spain. Through a qualitative research lens, data was collated, validated and cross-referenced, with the aim of identifying similar good practice techniques occurring across settings. Data demonstrates a wide […]

Dogs in schools: Towards an inclusive partnership

|Figure 1 illustrates four principles to consider when having dogs in school: (1) Respect everyone’s feelings

Dr Helen Lewis, Department of Education and Childhood Studies, Swansea University, UK Dr Russell Grigg, Ministry of Education, UAE The learning environment refers to the range of physical, virtual and social contexts within which pupils acquire knowledge, skills and values. This article summarises the contribution that dogs can make in promoting and supporting an inclusive […]

What does EAL really mean and what should we do about it?

Graham Smith, Director, The EAL Academy, UK The 2021 school census (DfE, 2021a) records 316 languages spoken by pupils and acknowledges that there are more. It tells us that pupils with English as an additional language (EAL) make up 19 per cent of the state school population in England, pupils with free school meals 21 […]

Developing effective teacher–student relationships: Learning from the experts

Robbie Burns, Assistant Vice-Principal, Bede Academy (part of The Emmanuel Schools Foundation), UK How can leaders support novice teachers to develop teacher–student relationships effectively? It is my view that we can learn much from the classrooms of expert teachers as described in research. In this article, I aim to clarify the nature and minimum purposes […]

Helping teachers to create engaging and inclusive learning environments with open-access resources, tools, and supportive communities

Tiffany A Roman, Kennesaw State University Rebecca V Frazee, San Diego State University Christopher G Johnson, The University of Arizona Introduction It has been argued that learning environments matter (Brooks, 2011), particularly in relation to the way in which learning spaces, technology and pedagogy intersect in the design of learning experiences for students (Radcliffe et […]

The impact of online CPD (for support staff) taken as a whole-school group

Helen Bilton, Professor of Outdoor Learning and Play, , UK  Anastasia Rattigan, Senior Digital Learning Producer and Yen Tu Digital Learning Producer, University of Reading, UK  Schools spend money and time on training their staff, commonly known as continuing professional development (CPD). But how often do they consider what might be the most appropriate learning […]