Learning types of children

The Lancashire Grid for Learning provides a variety of educational resources, content and managed services to support schools in maximising the learning types of children of technology to support teaching and learning. If you have any feedback regarding our resources, content or services, please contact us. CURRICULUM Links, resources and support for curriculum areas.

PRIMARY ENGLISH Information, projects and resources to support Primary English. PRIMARY MATHEMATICS Information and resources to support Primary Mathematics. PROJECTS AND INITIATIVES Information of local and nationally run projects and initiatives. SECONDARY Information, projects and resources to support Secondary subjects. LPDS NATIONAL CURRICULUM SUPPORT MATERIALS Resources for developing a whole school curriculum. SHARING GOOD PRACTICE Information about the LPDS Award. Excellence for all The Red Kite Learning Trust was founded to provide a supportive structure for schools working in partnership to help ensure all their young people can achieve success.

Our role Find out about the aims and values, the founding schools, the roles of the RKLT and RKA and the Scheme of Delegation. Trust Services Being part of the Trust allows schools to benefit from a range of Services which are delivered centrally but tuned to the individual needs. About us The Trust was formed by three founding schools whose aim is to work together to ensure Excellence for All. Join our Family If you are interested in joining the Red Kite Learning Trust or would simply like some further information please fill in the online form and we will get in touch with you. Red Kite Learning Trust is a charitable company limited by guarantee registered in England and Wales with company number 7523507.

Parenting articles, news and tips on raising happy, healthy, successful kids and teens. This page provides some practical suggestions that can be used in the regular classroom as well as the special education classroom. By looking through a given list of interventions, a teacher will be able to select one or more strategies that are suited to a specific child in a specific environment. Pause and create suspense by looking around before asking questions. Randomly pick reciters so the children cannot time their attention. Signal that someone is going to have to answer a question about what is being said.

Use the child’s name in a question or in the material being covered. Develop a private running joke between you and the child that can be invoked to re-involve you with the child. Stand close to an inattentive child and touch him or her on the shoulder as you are teaching. Walk around the classroom as the lesson is progressing and tap the place in the child’s book that is currently being read or discussed.

Decrease the length of assignments or lessons. Increase the novelty of lessons by using films, tapes, flash cards, or small group work or by having a child call on others. Incorporate the children’s interests into a lesson plan. Structure in some guided daydreaming time.

Investigate the use of simple mechanical devices that indicate attention versus inattention. Use a soft voice to give direction. Employ peers or older students or volunteer parents as tutors. Strategies for Cognitively Impulsive Children Some children have difficulty staying with the task at hand. Their verbalizations seem irrelevant and their performance indicates that they are not thinking reflectively about what they are doing.

Provide as much positive attention and recognition as possible. Clarify the social rules and external demands of the classroom. Establish a cue between teacher and child. Spend personal discussion times with these children emphasizing the similarities between the teacher and child. Get in a habit of pausing 10 to 16 seconds before answering.

Probe irrelevant responses for possible connections to the question. Have children repeat questions before answering. Using a well known story, have the class orally recite it as a chain story. When introducing a new topic in any academic area, have the children generate questions about it before providing them with much information. Distinguish between reality and fantasy by telling stories with a mix of fact and fiction and asking the children to critique them.