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Module 4 towards an inclusive learning curriculum

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A guide for VET Teachers and Trainers to help you to get started with Embedding Inclusive Learning into your Curriculum.

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Module 4 towards an inclusive learning curriculum

  1. 1. This programme has been funded with support from the European Commission M4: Towards an Inclusive Learning Curriculum A guide for VET Teachers and Trainers to help you to get started with Embedding Inclusive Learning into your Curriculum.
  2. 2. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS This publication reflects the views only of the authors, and the Education, Audiovisual and Culture Executive Agency and the European Commission cannot be held responsible for any use which may be made of the information contained therein." ACCESSIBILITY &INCLUSION FOR MIGRANTS CURRICULUM Who will benefit from this course? Vocational Education and Training staff including: • Managers • Teachers, Trainers and Mentors • Administration and Communications Staff Module Legend Activity Resource Migrant/Refugee Insight Best Practice
  3. 3. This programme has been funded with support from the European Commission. The author is solely responsible for this publication (communication) and the Commission accepts no responsibility for any use that may be made of the information contained therein. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS EMBEDDING INCLUSIVE LEARNING INTO CURRICULUM01 INCLUSIVE PEDAGOGIES AND APPROACHES 02 UNIVERSAL DESIGN FOR INCLUSIVE TEACHING AND TRAINING03 STRATAGIES TO EMBRACE LINGUISTIC DIVERSITY04 REFERENCES/SOURCES 05 Why study this module? This Photo by Unknown Author is licensed under CC BY-SA-NC
  4. 4. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS This publication reflects the views only of the authors, and the Education, Audiovisual and Culture Executive Agency and the European Commission cannot be held responsible for any use which may be made of the information contained therein." 01 EMBEDDING INCLUSIVE LEARNING INTO CURRICULUM
  5. 5. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS Making Curriculum more Inclusive – what to consider… Diverse classrooms require different didactic and pedagogic approaches to support the learning of all students and this is particularly relevant in teaching and engaging migrant students. Schools and teachers committed to diversity and inclusion need to have knowledge of the use of teaching materials, methods and types of instruction designed for diverse classrooms.
  6. 6. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS Making Curriculum more Inclusive – what to consider… The following factors should be considered when making teaching practices more inclusive: • Potential barriers to learning that a student might face. (See Module 1) • Materials used (textbooks, lecture notes etc.). • Method of delivery (lectures, tutorials, PowerPoint slides, videos etc.). • Method of assessment. There are a number of adjustments that can be made to the structure of a course to make it more inclusive.
  7. 7. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS Electronic Materials are more Accessible Course materials should be designed so they can be produced in a completely accessible format. Materials that can be accessed digitally and on- line will be more accessible to a wider range of migrant students. Having them online also makes them accessible outside class which is important for students who might be struggling.
  8. 8. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS Provide Learning Materials in Advance Lecture notes/PowerPoint slides should be available in advance of the lecture and ideally in an electronic format. Provide reading lists in advance to facilitate early reading and planning. Indicate the most important books on a reading list and direct migrant students to key points in their readings.
  9. 9. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS Structured lessons make learning easier and familiar Structured lessons act as a guide for both the teacher and migrant student. Top tips: • Provide an overview when introducing a new topic so migrant students know what to expect – highlight the main argument and key points. • Provide a list of new terms and vocabulary, giving explanations where necessary. • Provide a summary at the end of a lecture/topic.
  10. 10. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS Tailoring Learning to Students Needs Some migrant students may require extra time to complete assignments. This should be pre-agreed with the student and a new deadline should be set for the assignment. Some students with particular issues (e.g. fatigue difficulties) may tire easily and may require rest breaks during lectures or class tests. Some migrant students may find it difficult to work in a group. Alternative ways of completing group assignments may need to be considered.
  11. 11. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS Embracing Diversity as a rich Learning Resource Teachers provide opportunities for learners to learn about global developments of significance to the world and to their lives. To promote a multicultural community, students should be encouraged to engage in experiences and activities during which they learn about other cultures in a non-judgemental manner and learn to importance of intercultural sensitivity, respect, and appreciation.
  12. 12. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS This publication reflects the views only of the authors, and the Education, Audiovisual and Culture Executive Agency and the European Commission cannot be held responsible for any use which may be made of the information contained therein." 02 INCLUSIVE PEDAGOGIES AND APPROACHES
  13. 13. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS 1) LEARNER CENTRED PEDAGOGIES Learner-centered teaching is particularly suited to migrant learners and is an approach to teaching that is increasingly being encouraged in education. Learner-centered teachers do not employ a single teaching method. This approach emphasizes a variety of different types of methods that focus on what the students are learning, it changes the role of the teachers from a provider of information to facilitating student learning.
  14. 14. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS BEST Practice: Making your Curriculum more Learner Centred • Include active learning activities in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class • Encourage cooperative learning in which students work in teams on problems and projects under conditions that assure both positive interdependence and individual accountability • Present students with challenges (questions or problems) and then encourage them to learn the course material in the context of addressing the challenges. Inductive methods include inquiry-based learning, case-based instruction, problem-based learning, project-based learning, discovery learning, and just-in-time teaching.
  15. 15. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS 2) STORYTELLING AS A PEDAGOGIC STRATEGY Storytelling is one of the most powerful methods of communication. In education, stories can humanize experience and lead to deeper learning/understanding. Storytelling offers us the opportunity to connect to like-minded characters, or see the world literally from within someone else’s skin. Stories touch our emotions and make us laugh, cry, and get angry—a sharp contrast to a basic presentation!
  16. 16. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS • Share your own personal stories and insights : This builds a strong connection between you and your migrant students, letting them know that you can relate to them, and vice versa. Use stories as introductions: Begin class with an interesting story, but one that is relevant to the lecture’s focus. • Tell stories to engage reluctant learners: Through telling stories, you make life and learning more relevant, giving reluctant learners a better angle of engagement. • Have migrant students tell their own stories: Allow students to write, illustrate, and tell their own tales in essays, video blogs, discussions and argumentation. The way you incorporate this may vary depending on your curricular goals, but it is essential that learners understand how to tell a good story and how this relates to effectively accomplishing an objective. • . BEST Practice: How to bring Storytelling into your Classroom
  17. 17. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS 3) INTERGROUP EMPATHY AS A PEDAGOGIC STRATEGY Empathy is a process that allows one person to know, feel, and understand the internal states of another person, and respond accordingly. In the classroom, role playing can help participants to think in different ways and to look at issues from a new angle. The benefits of empathy in education include building positive classroom culture, strengthening community, and preparing students to be leaders in their own communities.
  18. 18. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS • Build Empathy Through Class Rules: Routines and procedures enable students to understand the class expectations. How are they supposed to act toward other students? • Start or End the day with Gratitude Statements: Learners each say a gratitude statement. This builds empathy by emphasizing family and cultural traditions that are held by various students in the class, enabling them to take the perspective of others and experiencing gratitude for others • Turn Challenges into Opportunities to build Empathy: Seize the opportunity to teach students how express the challenges they face, then take the perspective of others alongside their own views to find a solution. BEST Practice: How to bring empathy into your classroom
  19. 19. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS 4) DIFFERENTIATED INSTRUCTION Differentiated Instruction involves providing different levels or instructional techniques for different individual students. Differentiation is the practice of modifying and adapting materials, content, student projects and products, and assessment to meet the learning needs of students. In a differentiated classroom, teachers recognize that all students are different and require varied teaching methods to be successful in school.
  20. 20. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS • Introduce Tiered Activities: these are a series of related tasks of varying complexity. Tiered assignments involve all learners being focussed on the same content or curriculum objective but the process and/or product will vary according to the student’s readiness or ability • Technology in the Classroom: It is a flexible tool that can facilitate the teacher to design a differentiated learning environment. Differentiating using technology requires that teachers think about hardware, software and web resources that support the teaching and learning while meeting the learning needs and styles of individual students • Varied questioning: In general, teachers should use a combination of closed questions which demand simple one word answers and open questions which promote higher order thinking and which invite more elaborate responses. BEST Practice: How to bring Differentiated Instruction into your classroom
  21. 21. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS 5) HUMOUR AS AN INCLUSIVE PEDAGOGIC TOOL Teaching experience has shown that humour helps keeping students interested and motivated. Humour and laughter can also help less sociable students in classes to participate with the group, to feel a part of the peer group, join class activities and group work without feeling exposed or vulnerable. This is of particular importance in a multicultural classroom to foster communication and interaction. “Laughter is the shortest distance between two people.” Victor Borge
  22. 22. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS • Build creative and humorous thinking by showing cartoons and picture without captions and asking students to create them -- individually, in pair-shares, or small groups. • Laugh at yourself -- when you do something silly or wrong, mention it and laugh at it. • Look for appropriate humour quotes and post them and encourage your students to do the same. Keep a quotable quotes bulletin board or corner in your room -- • Ask students to build humour into assignments -- that will start a conversation about what it funny, how they know something is funny, why different people find some things funny but some things are funny to almost everyone. BEST Practice: How to bring Humour into your Classroom
  23. 23. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS This publication reflects the views only of the authors, and the Education, Audiovisual and Culture Executive Agency and the European Commission cannot be held responsible for any use which may be made of the information contained therein." 03 UNIVERSAL DESIGN FOR INCLUSIVE TEACHING AND TRAINING
  24. 24. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS What is Universal Design? Traditional Curriculum Design starts by developing and planning activities on the basis of an “average” student with additional individualized actions then carried out to respond to the needs of specific students or groups. On the flipside Universal design focuses on the diversity of needs of all students from the very beginning and taking these into consideration from he start learning process and the curriculum development.
  25. 25. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS WATCH ….What is Universal Design for Learning? https://www.youtub e.com/watch?v=AG Q_7K35ysA
  26. 26. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS Principles of Universal Design for Learning (UDL) Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn. The UDL guidelines are based on the idea that there is no such thing as a ‘typical’ or ‘average’ student, that all students learn differently and that to successfully teach for all students, we have to introduce greater flexibility in to teaching and learning practice.
  27. 27. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS UDL Principle 1: Multiple Means of Engagement Engagement is at the core of all learning experiences. If we want students to learn, we have to foster both attention and commitment by providing students with authentic, meaningful experiences in learning. This is all the more prevalent for migrant students who need access to opportunities that help them connect their own cultural backgrounds to new learning activities, as well as access to their peers to foster collaboration and community.
  28. 28. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS Best Practice: Providing options to engage migrant students in your classroom • Provide lecture outlines online that students can annotate during class • Break large assignments into components so that students can receive regular feedback to minimize or correct errors • Provide frequent opportunities for assessment and learner input • Where it is possible, use circular seating arrangements during discussion to allow students to see one another's faces • Offer choices of content and tools to provide diverse learners with the opportunity to engage in learning that is most meaningful and motivating to them
  29. 29. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS UDL Principle 2: Multiple Means of Representation The second UDL principle is based on the fact that learners differ in the ways that they perceive and comprehend information. For example, those with language or cultural differences, sensory issues or learning challenges require different ways of accessing content other than printed text.
  30. 30. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS Best Practice: How to provide options (represent material in many ways) in your classroom • Provide students with materials in multiple formats; • Use style sheets for Word documents so they are more easily navigated by screen readers. • Consider using a variety of strategies during lecture periods including problem-solving, discussion, hands-on exercises, interactivity, presentations, etc.; • Present information in three different ways: i.e. complementary formats such as text, graphics, audio, and video--or at the very least, provide digital equivalents of hardcopy handouts; • Use online resources so students can access materials in electronic formats as needed
  31. 31. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS UDL Principle 3: Multiple Means of Expression It is not enough to comprehend information if there is no way to express it. Migrant students differ in the ways that they can navigate a learning environment and express what they know. Provide multiple and flexible means of expression to provide students alternatives for demonstrating what they have learned.
  32. 32. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS Best Practice: How to provide options multiple means of expression in your classroom • Provide multiple options for student response. Use a variety of evaluation methods to allow migrant students to express what they know in multiple ways. Include quizzes, case studies, model building, and oral presentation rather than just traditional tests and a final exam. • Provide migrant students the opportunity to choose which type of assignment they would like to complete, for example, you may choose one of the following evaluation methods: a poster presentation, research report or creating a video. • Encourage use of technologies to ensure students accurately express their understanding
  33. 33. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS This publication reflects the views only of the authors, and the Education, Audiovisual and Culture Executive Agency and the European Commission cannot be held responsible for any use which may be made of the information contained therein." 04 EMBRACING LINGUISTIC DIVERSITY
  34. 34. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS Embracing Linguistic Diversity in the Classroom There are pedagogical approaches that allow the different languages present in a classroom to be taken into account. Teachers should cultivate their classrooms to become plurilingual spaces by using multilingual signs to decorate the walls and including bilingual books in the library. Languages and cultures should be considered in terms of collective resources and placed on an equal footing.
  35. 35. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS How to embrace Linguistic Diversity into your classroom • Speak their language: Consider adopting your students’ vernaculars and speech patterns, by doing so you will embrace their linguistic diversity and create a friendly rapport that advances learning.
  36. 36. AIM | ACCESSIBILITY & INCLUSION FOR MIRGRANTS References/Sources • https://www.nuigalway.ie/disability/staff-support/inclusive-teaching/ • https://www.ahead.ie/udl-framework • https://www.languagemagazine.com/2018/03/09/why-udl-matters-for-english-language-learners/ • https://ssbp.mycampus.ca/www_ains_dc/Introduction8.html • http://www.teachhub.com/storytelling-classroom-teaching-strategy • https://befearlessbekind.hasbro.com/wp- content/uploads/pdf/Ashoka_empathy_toolkit_fromRulesofKindness.pdf • https://iet.open.ac.uk/file/innovating-pedagogy-2017.pdf • http://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e- 148 • http://www.edu.xunta.gal/centros/cpicruce/system/files/Learnercentred.pdf • https://cndls.georgetown.edu/inclusive-pedagogy/ • https://www.insidehighered.com/advice/2017/09/08/advice-embracing-linguistic-diversity-classroom-essay
  37. 37. This programme has been funded with support from the European Commission

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