{"CACHEDAT":"2026-04-14 04:40:07","SLUG":"bip-2-layers-krk1b1UQkz","MARKDOWN":"Virtual ![](/api/attachments.redirect?id=d70e1301-ab99-4740-abde-6656685cd506 \" =522x276\")\n\n\n==Room 5==\n\n**Online:**\n\nDrag and drop (needs & strengths)\n\nDescribe pictures (inclusivity)\n\nAsses teacher's plan/approach (lesson plan scenarios)\n\nSpot the teacher's mistake in addressing diversity\n\nFind activities in your book and improve them to cater to kids with distinctive needs\n\n\n**On Site:**\n\nFramework building \n\nDots based on understanding of framework\n\nLook through your country's books for activities\n\nLook for SSIs in the books and pick the most interesting ones to add to your lesson plans\n\nJeopardy \n\nEnergizers\n\n\nQuestion 2:\n\nLiked/helped: \n\n* Activity with describing pictures (inclusivity)\n* Building framework\n* Feedback from collogues\n\n\nWould change:\n\n* Strengths/needs activities → some strengths/needs can fit with more than 1 disability/learning difference\n* Combining different sources activity → was done in a similar way twice, one time would have been to understand \n\n\nQuestion 3:\n\nDevoting time to explaining the activities/content is the most important. Giving kids different means of expressing understanding\n\n\n\\\n\n**Room 4**\n\n**Question 1: Which activities (online and on-site) can you still remember?**\n\n\n 1. Drag and drop (needs)\n 2. Visuals about inclusivity\n 3. Modify a textbook activity with the UDL indications\n 4. Teachers' activity, discussing examples on how to/ how not to include inclusivity and intercultural competence in lessons\n 5. The Scilmi domains\n 6. Searching for SSI topics in the textbooks\n 7. Lesson plan\n 8. Jeopardy: Model answer and discussing how to improve them\n 9. Pros/cons of digital and analog tools \n10. Think of 8 ways to incorporate digital apps in our activities\n11. Writing our expectations, fears and motivations \n12. Energizers\n\n\n**Question 2: Which activities supported our learning and why/how?**\n\n\n1. Feedback received about our lesson plans\n2. Mindmaps\n3. Jeopardy, because it made it clear that the question needs to be concise in order for the student to interpret it the way you intended, which then allows them to show what they know. \n4. Learning how to plan a lesson with all the steps\n\n**Question 3: What do you take away for your future teaching practice?**\n\n\n1. The sandwich method to give constructive feedback\n2. Thinking about UDL when planning lessons \n3. Being aware of cultural differences, inclusivity, adaptability… and learning how to address them in class\n4. Learn how to use different sources of information and check if they are reliable…\n\n\n**Room 3**\n\n**Question 1**\n\non-site activities: framework, small colored stickers, exchange in subject groups about lesson plans - feedback, energizers (very fun and good activators), bingo\n\nonline: equity vs equality (activity with pictures), dangers of a single story video, strengths ans weaknesses of learners with special needs, puzzle of participants and images at the beginning\n\n**Question 2**\n\nfeedback on lesson plans + subject specific - it helped with shaping the lesson plan, \n\nSciLMi framework with \"hows\"/examples\n\nRepeated talk about the ScLMi framework really helped to understand the concept ourselves, in order to teach our future students the right way as well\n\n\n**Question** 3\n\nSciLMi framework with \"hows\"/examples\n\nthe experience of working with people from other subjects to elaborate a lesson plan about a common topic from different perspectives\n\nlearning to include socio-scientific issues and critical thinking in our lesson plans actively\n\nWhenever you get stuck on planning and you sort of tunnel vision on your idea, its a good practice to ask for others perspective \n\n\n\\\n\n**Room 2:** \\nQuestion 1\n\n* Energizers\n* textbook analysis\n* brainstorming (mind-map on critical thinking)\n* inclusion reading and discussing (vignettes for classroom practice)\n\nQuestion 2\n\n* lesson planning → prepares us for future teaching, something we can actually apply\n* textbook analysis\n* peer feedback → subject specific\n\nQuestion 3\n\n* making it accessible for the students in our classroom (having a look at their strengths and needs)\n* not singling out\n* we can implement the framework in all subjects\n* collaboration with other teachers can be really helpful\n\n\n**Room 1:**\n\nQuestion 1: \n\n* Online: videos with quiz, TEDtalk single story, inclusion pictures, \n* Onsite: Jeopardy, (ScilMi framework) stickers, textbooks and curriculum with the SSIs\n\nQuestion 2: \n\n* Videos: conection with our own experience, our perspective \n* Jeopardy: engaging as it was a competition, it is a practical activity of the things that we had been seen\n* Stickers: for teachers to become more aware of where students are/what do they understand; for students self-assesment\n\nQuestion 3: \n\n* Importance to use different activities and focus to engage the students\n* It is very important to have clear instructions, so the teacher know what to expect, and also it is important to give them to the students, so they know what they should do\n* Cooperate with different teachers from different subjects\n* Important to create a safe space, listen to everybody, and give constructive feedback (sandwich)\n* Energizers: very useful to implement them in the begining, middle of the day\n* We become more aware of the misinformation and that we need to work on that, to teach it\n* Important to learn the ScilMi framework from an early age and increasing complexity over the years.\n\n \\","HTML":"

Virtual \"\"

\n

Room 5

\n

Online:

\n

Drag and drop (needs & strengths)

\n

Describe pictures (inclusivity)

\n

Asses teacher's plan/approach (lesson plan scenarios)

\n

Spot the teacher's mistake in addressing diversity

\n

Find activities in your book and improve them to cater to kids with distinctive needs

\n

On Site:

\n

Framework building

\n

Dots based on understanding of framework

\n

Look through your country's books for activities

\n

Look for SSIs in the books and pick the most interesting ones to add to your lesson plans

\n

Jeopardy

\n

Energizers

\n

Question 2:

\n

Liked/helped:

\n\n

Would change:

\n\n

Question 3:

\n

Devoting time to explaining the activities/content is the most important. Giving kids different means of expressing understanding

\n

Room 4

\n

Question 1: Which activities (online and on-site) can you still remember?

\n
    \n
  1. Drag and drop (needs)
    2. \n
  2. Visuals about inclusivity
    3. \n
  3. Modify a textbook activity with the UDL indications
    4. \n
  4. Teachers' activity, discussing examples on how to/ how not to include inclusivity and intercultural competence in lessons
    5. \n
  5. The Scilmi domains
    6. \n
  6. Searching for SSI topics in the textbooks
    7. \n
  7. Lesson plan
    8. \n
  8. Jeopardy: Model answer and discussing how to improve them
    9. \n
  9. Pros/cons of digital and analog tools
    10. \n
  10. Think of 8 ways to incorporate digital apps in our activities
    11. \n
  11. Writing our expectations, fears and motivations
    12. \n
  12. Energizers
    13. \n
\n

Question 2: Which activities supported our learning and why/how?

\n
    \n
  1. Feedback received about our lesson plans
    2. \n
  2. Mindmaps
    3. \n
  3. Jeopardy, because it made it clear that the question needs to be concise in order for the student to interpret it the way you intended, which then allows them to show what they know.
    4. \n
  4. Learning how to plan a lesson with all the steps
    5. \n
\n

Question 3: What do you take away for your future teaching practice?

\n
    \n
  1. The sandwich method to give constructive feedback
    2. \n
  2. Thinking about UDL when planning lessons
    3. \n
  3. Being aware of cultural differences, inclusivity, adaptability… and learning how to address them in class
    4. \n
  4. Learn how to use different sources of information and check if they are reliable…
    5. \n
\n

Room 3

\n

Question 1

\n

on-site activities: framework, small colored stickers, exchange in subject groups about lesson plans - feedback, energizers (very fun and good activators), bingo

\n

online: equity vs equality (activity with pictures), dangers of a single story video, strengths ans weaknesses of learners with special needs, puzzle of participants and images at the beginning

\n

Question 2

\n

feedback on lesson plans + subject specific - it helped with shaping the lesson plan,

\n

SciLMi framework with "hows"/examples

\n

Repeated talk about the ScLMi framework really helped to understand the concept ourselves, in order to teach our future students the right way as well

\n

Question 3

\n

SciLMi framework with "hows"/examples

\n

the experience of working with people from other subjects to elaborate a lesson plan about a common topic from different perspectives

\n

learning to include socio-scientific issues and critical thinking in our lesson plans actively

\n

Whenever you get stuck on planning and you sort of tunnel vision on your idea, its a good practice to ask for others perspective

\n

Room 2: \\nQuestion 1

\n\n

Question 2

\n\n

Question 3

\n\n

Room 1:

\n

Question 1:

\n\n

Question 2:

\n\n

Question 3:

\n","UPDATEDAT":"2026-01-07T13:26:27.971Z","ID":"323e745e-5064-4f9d-bec5-6071245776ee","TITLE":"BIP — 2 Layers"}