MT - Magic For Teachers

He entertains, engages and challenges. The format for each of the four trick presentations arc across five steps in each module: 

1. Joel, the master magician, presents the trick 
2. Joel makes the connection to practice in education 
3. Joel presents the inclusion reflection questions 
4. We then present the good guidance & practice on the theme and suggestions around what constitutes effective practice within each theme
5. The teacher identifies & commits to an improvement measure in their own practice for inclusion

Exemplar - Magic Trick 

• The inclusion focus: Creating a sense of belonging as a matter of classroom culture
• The magic trick connection: Good magicians ensure that their audience feels included in the experience and derives enjoyment rather than simply watching from the outside
• The inclusion reflection: e.g. are all students actively involved in school activities and classroom experiences, or do some feel like they are merely “watching” without truly participating? Can all equally be supported to participate? How can teachers & management create a school/classroom environment where every student feels like they truly belong?

We provide great guidance synthesised from the latest research and key Department of Education publications to support teacher reflections on key themes. We present learner experiences, connecting magic and mathematics in the classroom to engage all students in inclusive groups, e.g. Number Tricks (Arithmetic), Card Tricks (Probability), Magic Squares (Patterns), Mind Reading Tricks (Logic), Rope & Knot Tricks (Geometry), etc.

Exemplar Magic Trick 

• The focus: The teacher becomes the learner. Teachers are given an easy and a challenging trick to learn and perform.
• Magic trick connection: We need to adjust, scaffold, and create moments of success for students through thoughtful individualised planning. Experiencing learning through the eyes of their students moves teachers to better design lessons that are exciting, accessible, and tailored to individual needs for all.
• Joel's inclusion reflection: What helped you learn the tricks? What challenges did you face? Which trick was more fun? How did you feel when you finally got it? Would you have liked to have been offered help? Did we take any account of your ability to perform both tricks? Do you take account of children’s varying ability to engage content and do lesson tasks?

We explore a suite of key themes, e.g. effective teacher preparation, curriculum planning for inclusion, a ‘child-centred / needs-based’ approach, learner outcomes focused, etc. and provide great guidance synthesised from the latest research and Department publications.

We present exciting ‘magic-themed’ oral, reading, writing language experiences for inclusive groups to work on together, focusing on strands and elements of PLC, e.g. select, rehearse and present magic tricks, explain how a trick works, write instructions for performing a trick, write magic spells, recite spells, etc.

Exemplar Magic Trick: The Jumping Rubber Band Trick.

• The focus: Breaking down complex skills into clear steps
• Magic trick connection: Teachers must consider how to simplify, sequence, or adapt their teaching so all students can succeed. Teaching a magic trick requires clear instructions, modelling, guided practice, and feedback - similar to effective teaching
• Inclusion reflection: Do I give out thoughtful, clear instructions to all my students, e.g. when setting out the options on tasks, when explaining how to solve a problem in mathematics or how to write a set of instructions? Etc. 

We detail effective teaching strategies that involve the use of suitable teaching and learning methodologies, materials and arrangements to include co-operative teaching, differentiation and the promotion of positive classroom relationships, supporting all pupils who learn differently and who have individual needs. We provide good guidance on the teaching and learning experiences that particularly support pupils who learn differently and who have individual needs. 

We explore and instance how digital technologies can play a huge role in supporting inclusion in the primary classroom. Our pointers to effective practice and reflection guidance on module themes are synthesised from recent DE publications. 

We outline a series of ‘magic-themed’ digital projects that teachers can engage with their students in inclusive groups: Digital Spellbooks (Google Slides, Book Creator), Green Screen Wizardry, Coding a Magical World (Scratch), AI Spell Generator, Escape Room with QR Codes, Magical Stop-Motion Animation etc.

04 - Classroom management strategies to support inclusion. Joel presents four more tricks and follows the same arcs across the five presentation steps as outlined previously. 

Exemplar Trick 

• The focus: The Element of Surprise and Flexibility
• The connection: Magic tricks involve a sense of surprise, keeping the audience on their toes. This mirrors the unpredictability of student behaviour. Teachers who embrace flexibility and adaptability can better manage these surprises and still maintain a positive and inclusive classroom. 
• Inclusion reflection: Teachers are invited to reflect on and itemise how to remain flexible in their teaching and management styles, adjusting to the needs of their students in real time

We explore the classroom management & organisation practices in terms of layout, access to materials, visual structure, schedules, predictability, etc., which all coalesce to contribute to a positive classroom experience for pupils, not just with SEN but all pupils. We contend that the best spaces to be in are actively managed by teachers, ensuring that classroom protocols and rules promote learning & address challenging behaviour. Our guidance is synthesised from recent DE documents.

We conclude with engaging, fun science (STEM) activities around the theme of magic e.g. magical potions (chemical reaction), Invisible Ink (Acids & Bases), Floating Objects (Density & Buoyancy), Static Electricity Wands (Electricity & Forces), Colour-Changing Potions (pH Indicators), Optical Illusions (Light & Perception), Walking Water (Capillary Action)

05 - Inclusive assessment practices and the good wellbeing of all. Joel presents four more tricks that dovetail into assessment & wellbeing reflections and follows the same arcs across the five presentation steps as outlined previously.

Exemplar Trick 

• The focus: Reflecting on Inclusion in assessment: Who is Left Out? The Connection: Does everyone have the same opportunity to figure out the trick in the case of magic or access the learning in the case of the classroom?
• The inclusion reflection: Are some students disadvantaged in assessments because of learning styles, language barriers, or special needs? Would differentiated assessments give all an equal chance to show success at their own level and in their own individual way? If you differentiate content, do you differentiate the assessment and the success criteria?

We ask teachers to reflect on their own preparation & inclusive assessment practices, which should provide meaningful experiences & feedback to pupils and parents/guardians and which should be age, stage, curriculum & needs appropriate. Inclusive assessment includes both formal and informal methods.

We spotlight & explore indicators of effective practice in promoting pupils’ well-being and their emotional and physical safety as an over-arching and fundamental feature of school life. Our effective practice pointers on themes is synthesised from recent DE publications.

In addition to suggesting reams of activities and magical ideas for the implementation of a “One Day for Magic” schoolwide once a year, we set out and develop ‘magic’ wellbeing promoting activities and ideas such as: Magical Mindfulness, Acts of Kindness Spells, Enchanted Affirmations, Mystical Mood Tracking, Magical Mistakes Spell, Magical Safe Spaces, Magical Storytelling etc.