Collaborative Learning and Problem-Based Learning.

project method, case-study , ICT

We must teach with productive methods and improve the feelings and environmental values of our students by love for the nature and environmental, we use sensitive videos and we promove the good relationship between everybodies

Ensuring that your teaching materials equitably represent the diverse backgrounds of the students in your class and showing due respect to this diversity. Here's what can happen if the latter are not upheld:

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Best regards,

Debra

Collaborative Learning and Problem-Based Learning.

Curriculum should be culturally sensitive. Beside formal curriculum activities, extracurricular activities should be organized on order to promote equity among all students, regardless to their differncies.

Differentiation of content and teaching approaches may help to meet needs of diverse students.

Both 'Equity' and 'inclusion' are value loaded term in absolute sense. There is no straight jacket answer to what pedagogical model will lead to promote equity and inclusion within the learning environment. It is completely based on the target group for whom the pedagogy has to be designed and the design of the content. If the target group of learner are culturally diverse, there is need of culturally sensitive curriculum where the culture of each group has a place. Further, if it is about education of disabled, the curriculum should reflect on facilitating education of disabled.

Differentiated or Adaptive instructional approach should be adopted to provide learning experience to students. Also

A needs assessment should be done in order to plan a corroborating Overt and covert curriculum to suit the learning environment of students

Here the answer would be to incorporate student centered activities to the learning environment; rightly mentioned by Dr. Iryna & Dr. Harry.

Student-centered and cooperative learning strategies, differentiated instruction and assessment, case based curricula, AND a commitment by the instructor in the learning environment (that is communicated clearly to all the learners in all written and presented information) that diversity among them is valued. Thanks for the opportunity to contribute to such an important question and to hearing others' good ideas on the issue, Robert.

Kersten Reich (in his book Inklusive Didaktik, 2014 Beltz Verlag, Weinheim Basel) considers 10 building blocks important for inclusive education and teaching: Relationships and teams (1), democratic schools based on equal opportunities (2), qualifying school (3), full-time education with multi-methodical composition (4), conducive learning environment (5), learners with special educational needs (6), nuanced assessment (7), an appropriate school architecture (8), a school in lifeworld (meaning the world "as lived") (9), counselling, supervision and evaluation (10). He also recommends: http://www.livebinders.com/play/play?id=116468

For inclusion, it will be much appropriate to use learner centered approaches like discussion method, project method and experiential method. For equity, the teacher has to control affairs but can use group method where students can be placed in mixed ability groups, or equal sex distribution. However, for both to be achieved at a goal in a particular lesson, then room must be created in order to be able to combine two or more methods within the stipulated time frame and should be properly planned

Many researchers said the correct answers. I would like to focus one of the them. Promoting the relations among students. This is the key. You can promote relations with high active group activities (using cooperative methods) and social-emotional competencies. I have some publications about that, you can checking in my profile.

Dear Robert,

I participate in an international educational project The School of the Dialogue of Cultures (SDC) for years and the gist of the project seems to echo your request. In very short, the central idea is dialogue there. Dialogue as the method of education and as a way the content of education is composed. That is, first, a subject to study is presented as a question, the question which has no right answer, ever. That means any and all ideas your students come up with presumably make sense from outset. That entails, second, the dialogue among students and this dialogue is considered the main educational purpose of the entire process. Students are to learn and develop skills to substantiate their answers and, in doing so, assume full responsibility for their stand points. The dialogue makes everyone included and equal automatically, so to speak. That is, inclusiveness and equality is not of a special concern of a teacher and school. What works to this end is the dialogue itself which is the only special concern of the teacher and the school. The further development of the process, third, in full agreement with the idea of dialogue, supposes to bring in a refined thought from outside -- texts of classical philosophy, arts and science...

That would be rather adequate outlook on SDC, I believe. Hope it corresponds to your vision, in some respect, at least.

I love your problem statement, BTW. Wish you success.

i agree with all the prior comments... would only add to do collaborative teaching and/ or any instruction requires teachers having time to plan...time to assess..time to use assessment to impact instruction and a resource ( related services, other teachers, content specialist) available to answer the questions.. what worked and why? what did not work and why? and what else could i do to make what I did even better?

I agree with the themes highlighted above. However, I would highlight that I currently use mixed groups within my teaching which ensures that the international students engaged within cooperative learning with the national students. This helps to breakdown the social barriers and highlights how the differing cultures approach problems and issues from different perspectives. When I was teaching in schools I used a similar approach but using groups from different social economic backgrounds as this helped to break the 'them and us' attitude between the 'posh students' and the 'poor students.'

Activity based method of learning is very effective way to promote inclusive education. But proper designing of activities wrt targeted learners is essential.

Engage the students in an active learning environment. Elicit responses from the students that allow themselves to tell others of their experiences and how they view things. This fosters a dialogue in your learning community.

Inclusive education is not just about pedagogy; that's the easy solution and not enough! Inclusion is a fundamental human right. It is not an a choice, not a matter of good will. It is about a commitment of governments , school systems and individual schools to make the commitment, provide the resources , professional development and policy then pedagogy will have a chance and all kids will receive an appropriate education.

There were expressed ideas worthy for discussion but I want to address only the last comment, by Mark Alter. I quote the comment by parts and answer to the parts for I don't see how they make up a whole.

“Inclusive education is not just about pedagogy; that's the easy solution and not enough!”

There is no “easy solutions” in pedagogy whatsoever. Just the opposite holds true: There are barely solutions at all. “Inclusive education” is a good wish and maybe some successful to certain extent practice. It could work in certain very specific and very limited situations but not as a basis to build a school on, for example. Furthermore, there is a question what is the criteria said success is measured against? And this question is big.

“Inclusion is a fundamental human right.” Frankly, I don’t even know what that means and where comes from, so am leaving as is.

“It is not an a choice, not a matter of good will. It is about a commitment of governments , school systems and individual schools to make the commitment, provide the resources , professional development and policy then pedagogy will have a chance and all kids will receive an appropriate education.”

Here I see questions only, particularly, I don’t see how all those “commitments” provide for the happy conclusion. More than that – I am sure they will not. The reason is simple and obvious for me (thinking about new school for decades) – no matter what good will, commitments and resources are deployed in education – you need to know what to do there. And nobody does, in general. Those professionals in the field know about huge resources invested in countless school reforms for the last 200 years… with no results at all or negative ones.

This fact is a good start for concrete thinking, which may (or may not – there is no guarantee) lead to at least correct problem statements along such lines: What contemporary school must look like? Meaning: What the fundamental idea of educational content must be? What fundamental principles to produce methods of education must be? What forms of educational process correspond to the modern and future realities? Etc. These questions come out as opposition to the school we all know. And all these and other questions must be answered specifically, concretely like blueprints so that we could start to just try to build something really new and really demanded. That is doable no matter what resources are in our disposal. But again, real solutions must start with correct problem statements. And real solutions do not amount to just good abstract wishes.