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Inclusive Curriculum Design

This workshop will look at current models of learning, teaching, assessment and curriculum design. It will focus on how these can be put into practice to develop effective and inclusive learning.
by

Neil Currant

on 14 April 2011

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Transcript of Inclusive Curriculum Design

Inclusive Curriculum Design Inclusive Curriculum Practice Influences Practice Theory Students Institutional & Beyond Research Widening Participation
Technology Professional Bodies
Resourcing
Skills Agenda
Employability Learning Theory
Student Experience Module Specifications Aims
Intended Learning Outcomes: Knowledge & Understanding, Skills
Assessment
Learning & Teaching Strategies
Syllabus Outline
Resources Models:
What Content?
Essential, Should, Could.
Threshold Concepts?
What Skills? Approaches Constructive Alignment Inclusive teaching means recognising, accommodating and meeting the learning needs of all your students. It means acknowledging that your students have a range of individual learning needs and are members of diverse communities Experience has demonstrated that adjustments made for disabled students can often benefit all students. Inclusive teaching is good teaching. Examples:
Using Styles in Word documents
Varied Assessment Strategies
Instructions given both orally and in writing
Universal Design for Learning (http://www.cast.org)
Multiple means of representation, to give diverse learners options for acquiring information and knowledge,
Multiple means of action and expression, to provide learners options for demonstrating what they know,
Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation http://www.open.ac.uk/inclusiveteaching/video/clips/paul-plan/paul-plan-hi.mov Key points
Identify the core requirements of a course.
Assume that there will be at least one student in the class who has a hidden impairment and who has not disclosed this information.
Do not make assumptions about students’ abilities, or any requirements that they might have.
Reduce anxiety by providing detailed information about the academic practices associated with a course. "students said lecturers rarely modified their
assessment methods and varied greatly in their willingness
to make their teaching style and curriculum more inclusive." Fuller (2007) Disabled and Still Disadvantaged, http://www.tlrp.org/proj/phase111/fuller.htm Inclusive Assessments are built into course design and meet the assessment needs of the majority of students. Inclusive assessments are concerned with equality of opportunity. It is an approach that recognises that students have different learning styles and offers a range of assessment methods necessary to assess the different ways in which students can demonstrate the achievement of the learning outcomes. Research shows that inclusive assessment achieves higher levels of student satisfaction, provides increased opportunities for discussion and leads to improvements in student marks and grades. Assessment Teaching What does 'inclusive' mean to you? Resources:
Guide for Busy Academics
Using Learning Outcomes to Design
a Course and Assess Learning
http://www.itslifejimbutnotasweknowit.org.uk/files/CPLHE/Learnng%20outcomes%20for%20busy%20academics.rtf Prideaux, D. BMJ 2003;326:268-270 Biggs (1999) - Two aspects to constructive alignment:
Students construct meaning from what they do to learn.
The teacher aligns the planned learning activities with the learning outcomes.

The core of this system is that activities are designed so that the system is consistent. Teaching and learning activities Curriculum objectives Assessment tasks Bloom's (1956) Cognitive Domain 6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Knowledge judge, appraise, evaluate, rate, compare, revise, assess, estimate compose, plan, propose, design, formulate, arrange, assemble, collect distinguish, analyse, differentiate, appraise, calculate, experiment interpret, apply, employ, use, demonstrate, dramatise, practice, illustrate, operate, schedule, sketch translate, restate, discuss, describe,
recognise, explain, express, identify, locate, repeat, review, tell define, repeat, record, list, recall, name, relate, underline What you want the programme/module/session to do?
Gives the overall purpose and direction of learning. What is a good aim? “A teaching aim is couched in terms of what the teaching is trying to do, grounded in what the subject demands”
Laurillard (1993:184)

"...expressed in terms of what you, the teacher, will be presenting to the learner.“
Rowntree (1990:44) Good Learning Outcomes Relate to the demonstrable achievements of the student.
Describe what learners will know and be able to do when they have completed a module or programme.
Can be assessed - "If you can't assess it, it isn't a learning outcome." Baume (2009:5)
Look at subject Benchmarks if available “What a learner knows or can do as a result of learning”
Otter (1992:i)

“Descriptors of the ways that students will be expected
to demonstrate the results of their learning.”
Race (2000:10) What do you think of these aims? What words should / should not be used? This module looks at how students learn and student study skills.
To study the unique ethical challenges and dilemmas faced by professionals in...
This module aims to introduce theories of X. As opposed to these aims This module will introduce practical approaches and theories which psychologists and educationalists have used to explain how students learn and how they can improve their study skills.
This module aims to explore and analyse the unique ethical challenges and dilemmas faced by professionals in ...
This module aims to introduce the principles and theories of X, with a particular focus on the scope, nature and role of X within a marketing context. A well-written learning outcome statement should:
Contain an active verb, an object and a qualifying clause or phrase that provides a context or condition

Be written in the future tense

Identify important learning requirements: knowledge, understanding, skills, attitudes at each appropriate level

Be achievable and assessable

Use clear language, understandable by students

Relate to explicit statements of achievement Appreciate
Know
Understand
Be familiar with
Acquire a feeling for
Obtain a working knowledge Describe
Identify
Explain
Evaluate
Analyse
Apply
Assess Levelness - Differences between U/G (lvl.4-6) and M (lvl.7) Look at the three module specs (similar subject matter but at different levels.)
Can you identify the levelness from the statements?
What words are used at the higher levels? Learning Outcomes:
Be able to identify the characteristics of an effective and inclusive curriculum.
Be able to design modules.
Be able to evaluate existing modules in terms of effectiveness and inclusivity for learners. What do you want out of this session? Story - Study shows more disabled students are dropping out of university: http://www.guardian.co.uk/education/2010/may/25/diabled-student-drop-out-university-increase References:
Baume, D. (2009) Course Design for Increased Student Satisfaction, Leeds: Leeds Met Press
Biggs, J. (1999) Teaching for Quality Learning at University Maidenhead:SRHE/OUP
Butcher, Davies & Highton (2006) Designing Learning: From Module Outline to Effective Teaching, Abingdon: Routledge
Bloom, B.S. et al, Taxonomy of Educational Objectives: Cognitive Domain New York: McKay
Fuller (2007) Disabled and Still Disadvantaged, http://www.tlrp.org/proj/phase111/fuller.htm
Knight, P. (2002) Being a Teacher in Higher Education, Maidenhead:SRHE/OUP
Meyer JHF and Land R (2003) Threshold Concepts and Troublesome Knowledge (1) Linkages to Ways of Thinking and Practising, Improving Student Learning Ten Years On. Rust, C (ed), OCSLD, Oxford
Otter, S. (1992) Learning Outcomes in Higher Education London:UDACE
Rowntree, D. (1990) Teaching Through Self-Instruction Abingdon: Routledge Information Literacy:
(new) Embedded in all curriculum Threshold Concepts?

Certain concepts are held to be central to the mastery of a subject

They have the following features:

Transformative: Once understood, a threshold concept changes the way in which the student views the discipline.

Troublesome: Threshold concepts are likely to be troublesome for the student. e.g when it is counter−intuitive.

Irreversible: They are difficult to unlearn.

Integrative: Threshold concepts, once learned, are likely to bring together different aspects of the subject that previously did not appear, to the student, to be related.

Bounded: A threshold concept will probably delineate a particular conceptual space, serving a specific and limited purpose.

Discursive: Crossing of a threshold will incorporate an enhanced and extended use of language. Procedures
Quality Assurance - AQA handbook http://www.governance.salford.ac.uk/page/aqa_handbook

consistent, rigorous, transparent and reliable systems of assessment;
equality of opportunity ... to demonstrate ability and achievement;
the provision of reliable information and guidance.

Annual programme monitoring & enhancement
Periodic programme review & reapproval
New Academic Regulations for Taught Programmes 2010/11
http://www.governance.salford.ac.uk/page/ARTP_2010-11 http://www.psychology.heacademy.ac.uk/networks/sig/ National bodies

Quality Assurance Agency (QAA)
Frameworks for HE qualifications (FHEQ)- describe the achievement represented by higher education qualifications.
Subject Benchmark statements for U/G
Master's Degree Characteristics Different learning outcomes:

Intentional product outcomes, e.g. knowledge...
Intentional process outcomes, e.g. skills, reflection...
Non-intentional outcomes - derived from 'rich' learning environments. USEM model of curriculum goals
HE should promote
Understanding of subject
Subject-specific & generic skills
Efficacy beliefs (making a difference)
Metacognition

Knight (2002) -
Full transcript