Participants learn to see all learners, with their different strengths and needs, languages, and biographies, and to design their activities so that everyone can take part. The module serves the aim Teaching for All Learners (→ Aims & Learning Outcomes).
\n| Activity | \nWorking setting | \nRequires | \nRequired for | \n
|---|---|---|---|
| Four Corners | \nPlenary, then small groups | \n– | \n– | \n
| Diversity & Inclusion | \nPlenary | \n– | \n→ UDL Scenarios → Piloting & Polishing HOW Activities | \n
| UDL Scenarios | \nGroups | \n→ Diversity & Inclusion | \n– | \n
| Wiki'ing Inclusion | \nIndividual | \n→ SciLMifying Lessons | \n– | \n
Participants position themselves in the four corners of the room according to their answers to questions about their experience with diversity, for example whether they have experienced classrooms in which diversity was empowering, how much attention diverse learning needs received in their own teacher education, and how confident they feel in meeting the needs of all their learners. In short discussions in their corners, they compare their experiences across educational and national contexts.
\nThe activity starts from participants' own experience and shows how differently diversity and inclusion are addressed in the participating countries before the input introduces the key concepts.
A short input introduces key concepts of inclusive education: diversity as the differences between learners in any attribute, such as socioeconomic status, gender, language, ability, or health (Banks 2016), the difference between equality and equity, and the distinction between exclusion, segregation, integration, and inclusion. It presents the needs-and-strengths approach, which addresses the individual needs and strengths of learners rather than categorising them (Florian & Black-Hawkins 2011; Tomlinson 2014).
\nThe input then introduces the three principles of Universal Design for Learning: multiple means of representation, of action and expression, and of engagement (CAST 2018). Instead of asking "Who can't do this?", teachers ask "How can we design this so everyone can?"
\nIn the BIT variant SciLMi Inclusive Classrooms for Effective Democratic Citizens, the focus module already introduces the key concepts (→ Working with Visuals) and the principles of Universal Design for Learning (→ UDL in Textbook Activities). The input can then be shortened to a brief recap.
In groups, participants analyse one of two classroom scenarios.
\nStefan is a secondary school science teacher who follows a strict lecture-based teaching style. He stands at the front of the class, explains concepts using a textbook, and writes key points on the board. Students are expected to take notes and listen quietly. Assessments are primarily written tests.
\nHe does not incorporate student interests, choices, or active participation. Some students seem disengaged and unmotivated. He only presents information through lectures and text, and all students are required to demonstrate their knowledge through written tests.
\nHis class includes:
\nTask:
\nIdentify the UDL issues in the teacher's approach based on the three UDL principles. Suggest improvements to make his teaching more inclusive and aligned with UDL.
\nAnna believes in student-driven learning. Her classroom is always lively, with students working in small groups, leading discussions, and completing hands-on projects. She rarely lectures, preferring to let students "discover knowledge through collaboration."
\nShe knows that some students do not contribute much due to learning difficulties or language barriers, while others seem bored. However, she believes that the problem lies with the students themselves, since, in her view, not everyone can succeed, not everyone is willing to learn, and some students are simply not suitable for her classroom.
\nHer class includes:
\nTask:
\nIdentify the UDL issues in the teacher's approach based on the three UDL principles. Suggest improvements to make her teaching more inclusive and aligned with UDL.
\nUse at least two scenarios, one with a teacher-centred and one with a student-centred approach, so that participants do not associate teacher-centred teaching with a lack of inclusion or student-centred teaching with inclusion.
When working on their lesson plans, participants use the strategies in the section Inclusive SciLMi Learning Settings of the Wiki to adapt their HOW activity to the needs and strengths of their learners. The tips in the Wiki also serve as a checklist for their activity.
\nReferences
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