NET Scheme News 2023 Summer issue 44

In today’s rapidly changing world, it is important for educators to adopt innovative teaching methods that prepare students for the future. Innovative teaching is all about engaging students in new and exciting ways that go beyond traditional classroom instruction. Innovative teaching methods can include anything from project-based learning and gamification, to flipped classrooms and personalised learning plans. The goal is to create an environment that encourages students to take an active role in their own learning and to develop critical thinking and problem-solving skills. Project-based Learning One of the most popular innovative teaching methods is project-based learning. This approach allows students to work on projects that are relevant to their interests and passions. Student voice and choice allow them to explore and experiment with different ideas and to collaborate with their peers to develop solutions to problems. Furthermore, this approach allows students to develop critical thinking, problem-solving, and collaboration skills. It is an effective way to teach students with SEN as it provides a highly engaging approach to learning that can be tailored to their individual learning styles. In the first term, our school implemented a project-based learning initiative for our P4 students on the topic of Space.This has proved to be a popular topic in the past, and the English teaching team were excited to discover how project-based learning could enhance it further. SEN Context The initiative began with the NET completing the PDNetwork workshop on project-based learning and disseminating the information to the rest of his colleagues. From there, in close collaboration with our Advisory Teacher (AT), Ms Joey Venter, the English teaching team generated a number of ideas on how project-based learning could help enhance student engagement and enjoyment of the topic. One key idea was to extend the topic across multiple units, giving students time to develop real depth of knowledge in the topic and the opportunity to revisit different aspects of the project-based learning model to consolidate the skills they had learned. One of the benefits of project-based learning for students with SEN is that it allows them to work at their own pace. Teachers can provide individualised support and guidance to students as they work on their projects. This approach allows students to take ownership of their learning and to develop a sense of pride and accomplishment in their work. The initiative then followed a structure of students being introduced to various aspects of the topic of space, such as the solar system, the first moon landings, and life in space, through a mix of teacher-generated and authentic materials; collaboratively creating questions about the topic that they were interested in; researching the answers to these questions online in pairs and individually; and finally creating PowerPoint presentations on school laptops and presenting their work in the final lesson. The collaborative elements listed above highlight another benefit of project- based learning for students with SEN in that it provides opportunities for work in small groups or pairs to complete projects. This approach allows students to learn from each other and to develop social skills. Challenges and Successes The initiative was not without its challenges. The aspect of project-based learning students found most difficult was the research element and this required extensive scaffolding from the English teaching team. Fortunately, as the decision to extend the unit had been taken, students had sufficient time to work with this scaffolding, which made their research as meaningful as possible under the circumstances. When reviewing the topic with the Advisory Teacher and Curriculum Development Officer, amelioration for future iterations of the project were suggested. One suggestion was to use online tools to develop authentic school-generated websites that could act as sources of information for students when they are researching their questions, and we plan to implement this next year. There were a number of positive outcomes from the project, but two stand out. First was the enjoyment the students took in the learning process that was rooted in their strong sense of ownership from creating their own questions and finding the knowledge themselves. Second was the pride they took in presenting their projects in the final lesson with the AT in attendance. All the students presented well and made meaningful contributions. Conclusion In conclusion, innovative teaching is essential for preparing students for the future. By adopting new and exciting teaching methods, educators can create an environment that encourages students to take an active role in their own learning and to develop critical thinking and problem-solving skills. Whether it is project- based learning, gamification, flipped classrooms, or personalised learning plans, there are many innovative teaching methods that can help students succeed in the 21st century. In particular, project-based learning was a beneficial approach in our school context. It provided a hands-on approach to learning that allowed students to work at their own pace and to develop critical thinking, problem-solving, and collaboration skills. This approach helps to make learning and teaching more accessible and meaningful for students with different learning needs. By adopting it, I was able to create an inclusive learning environment that met the needs of all students. Craig Robertson, NET, Hong Kong Red Cross Princess Alexandra School Innovative Teaching in the Special Education Needs (SEN) Classroom For Students with Physical Disabilities 6 NET Scheme News Issue 44 Innovative Teaching