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Part 2 - An 'artefact' demonstrating your understanding of p
Transcript of Part 2 - An 'artefact' demonstrating your understanding of p
An opportunity to be creative
The artefact is of your choosing but will be presented to the rest of the group. It could take the form of a poster, a video essay, a visual display..... discuss and negotiate this with your tutor.
Keep your mind open it could be:
- a staff training video
- materials you have prepared for a lesson
- a worksheet or activity designed for inclusion.
- ANYTHING THAT DEMONSTRATES YOUR ABILITY TO PLAN, DELIVER AND REFLECT ON INCLUSIVE LEARNING
Module 1 - Part 2
An 'artefact' demonstrating your understanding of planning for inclusive learning and teaching. This should address outcomes 2.
Criteria to be met
Outcome 2 - Demonstrate flexibility and creativity in planning strategies for teaching and learning with diverse groups of learners.
The Art of the artefact
Projects will require a brief written rationale to connect theory and practice as well as demonstrate reflective practice.
You will present your final product to the rest of the group.
- an opportunity to collaborate and share ideas.
- preparation for micro-teach.
Defining Inclusive learning
"An inclusive learning environment is one in which all those participating feel able to actively engage, feel safe and feel welcome. An inclusive learning environment also acknowledges and celebrates difference as part of everyday life."
What is an artifact (artefact)
An object typically made by a human being, typically one of cultural or historical interest.
- Oxford dictionaries
- University of Aukland Faculty of medical and health sciences, 2010. What is an Inclusive Environtment? [online] Available at: <https://www.fmhshub.auckland.ac.nz/4_3.html> [Accessed 10 November 2014].
- consider how your artefact is inclusive. What makes it inclusive?
- What is good practice in inclusion?
- How will your artefact impact/benerfit learners?
Defining of Inclusivity
‘Inclusive practice can be defined as an approach to teaching and learning that endeavours to encourage the fullest participation of learners. It also implies a commitment to its opposite … it implies that tutors work within an ethical framework that recognises and respects equality and diversity, and the potential for all learners to take part’
Tummons (2007: 93)