1 / 9

Chapter 7 Part 2 (Pg 231 onwards)

Chapter 7 Part 2 (Pg 231 onwards). Wei Fang, Pebbles, Yan Ting, Izdihar , Hamidah. The Classroom. Designing an Inclusive Learning Community A classroom that provides emotional support, and allows for effective teaching and learning for diverse learners.

kendra
Download Presentation

Chapter 7 Part 2 (Pg 231 onwards)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Chapter 7 Part 2(Pg 231 onwards) Wei Fang, Pebbles, Yan Ting, Izdihar, Hamidah

  2. The Classroom • Designing an Inclusive Learning Community • A classroom that provides emotional support, and allows for effective teaching and learning for diverse learners. • Classroom Design for Inclusive Teaching • Organize space and physical resources to encourage student interactions, cooperative work, and collaboration.

  3. The Classroom • Making a Home in Our Class • Students learn best in classrooms that are warm, inviting and cozy vs formal and stress-inducing. • Aka a sense of home: Comfortable, work for different learning styles, tools to facilitate different ways of information access and expression.

  4. How| Example [Page 232 - 236] • Classroom décor and ownership| Put up a display board at the start of class, put up student works as the year goes by. • The teacher’s desk| Either push the desk aside, get a small desk, or have no desk at all to show shift in teaching style. • Student Seating| Desks placed in groups to encourage interaction, but with separate desks for individuals to “chill”, allow free seating; emphasis on learning, not seating arrangement. • Group Area | … An area for group activities; push desks back against the wall. • Individual Space | Use moveable shelves as dividers for children to “hide” for private time. • Learning Centres | Meaningful activities for children to do; theme-related books in library corner.

  5. Multiple Strategies to Support access to Information & Expression of Learning • Multiple intelligence and learning styles • Collect a variety of learning materials to cater to different level of needs and interests • Disability as a tool for designing our class for all learners • Designing based on children’s with disabilities needs • Eg. ADHD children needs a more private area

  6. Books and Print Resources • Providing books for different level and interests • Eg. Having a library corner that has a returning book policy, and allowing children to take turns to be in-charge • Computers and Technology • Eg. use the read-aloud software • Eg. Speech-to-text software to dictate • Hearing and learning • voice amplification

  7. Learning Styles • Learning styles refer to how student are most comfortable and receptive to learning. • Educators have to recognize diverse learning styles. • Educators plan lesson effectively. • Children are empowered in their learning. • Contextual elements of learning styles consist of environmental, emotional, sociological, physical and psychological stimuli. • Refer to pg 242, fig 7.6

  8. The Local Community • Schools don’t connect well with neighbour. Schools are often physically separated from local community. • Eg of working with community: • - Ask community to talk to class • - Conduct door to door interview • - Field trip around the neighbour • However, schools that are located in low-income area. Their resources are also limited. School without playground.

More Related