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    Rmathews Week 8 Final Map Inclusive Educational Systems

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    The 2-hour seminar on creating an inclusive educational environment covers key topics like definitions of inclusion, diversity, privilege, and equity. The main objective is to help educators understand and promote inclusion in their classrooms. The course is divided into 4 segments that provide objectives, activities, and instructional content about developing positive attitudes, creating relevant learning experiences, and concluding with new skills and understanding. Participants will learn how to define important terms, identify scenarios for creating equity, and describe changes to strengthen community. Interactive activities include introductions, group discussions, and using case studies to demonstrate inclusive models.

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    Rmathews Week 8 Final Map Inclusive Educational Systems

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    api-309521519
    69 views11 pages
    The 2-hour seminar on creating an inclusive educational environment covers key topics like definitions of inclusion, diversity, privilege, and equity. The main objective is to help educators understand and promote inclusion in their classrooms. The course is divided into 4 segments that provide objectives, activities, and instructional content about developing positive attitudes, creating relevant learning experiences, and concluding with new skills and understanding. Participants will learn how to define important terms, identify scenarios for creating equity, and describe changes to strengthen community. Interactive activities include introductions, group discussions, and using case studies to demonstrate inclusive models.

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    rmathews week 8 final map inclusive educational systems

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    The 2-hour seminar on creating an inclusive educational environment covers key topics like definitions of inclusion, diversity, privilege, and equity. The main objective is to help educators understand and promote inclusion in their classrooms. The course is divided into 4 segments that provide objectives, activities, and instructional content about developing positive attitudes, creating relevant learning experiences, and concluding with new skills and understanding. Participants will learn how to define important terms, identify scenarios for creating equity, and describe changes to strengthen community. Interactive activities include introductions, group discussions, and using case studies to demonstrate inclusive models.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    69 views11 pages

    Rmathews Week 8 Final Map Inclusive Educational Systems

    Uploaded by

    api-309521519
    The 2-hour seminar on creating an inclusive educational environment covers key topics like definitions of inclusion, diversity, privilege, and equity. The main objective is to help educators understand and promote inclusion in their classrooms. The course is divided into 4 segments that provide objectives, activities, and instructional content about developing positive attitudes, creating relevant learning experiences, and concluding with new skills and understanding. Participants will learn how to define important terms, identify scenarios for creating equity, and describe changes to strengthen community. Interactive activities include introductions, group discussions, and using case studies to demonstrate inclusive models.

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    of 11

    Instructional Course Map- 2 Hour seminar

    Professional Development, Education

    2016

    Creating an Inclusive Educational Environment

    Instructor: Ryan Mathews


    RMCAD
    2/22/2016

    Title: Creating an Inclusive Education System

    Course Classification: Professional Development, seminar.

    Description of Content: The purpose of this course is to help current educators


    and leaders understand inclusiveness and how to create an inclusive
    environment. By understanding the definitions of inclusion, educators can
    better understand how to be inclusive in their classroom and daily lessons.
    Todays world is full of poor-understandings of the meaning of diversity,
    resulting in micro-aggressions, exclusion and inequality.

    Vocabulary Covered in this course:


    Inclusion
    Discrimination
    Privilege
    Diversity
    Equality
    Exclusion
    Micro-aggressions
    Community

    Main Objective: The main objective of this course is to provide educators with the background knowledge of exclusion and modern definitions of privilege to better
    help motivation, engagement and effective communication in the classroom.

    Target population: Adults, teachers, leaders.


    Additional Information
    Course segments

    Subcategory objectives

    Number of participants

    Types of learning styles this


    course adheres to

    Access

    3 sets of objectives aligning


    with the last 3 segments of
    course

    Unlimited

    Visual, verbal, Mathematical,


    Auditory

    Digital
    On-campus

    Amelio, R. (n.d.). The Four Layers of Diversity. Color Magazine. Photograph. Retrieved from: http://www.colormagazineusa.com/index.php?option=com_content&view=article&id=219:

    Instructional Plan Creating Inclusiveness in the Educational Environment


    Ryan Mathews

    Motivational Purpose

    Condition - Timing
    Motivational Strategy
    Inclusion - Beginning T o engender an
    1. Allow for Introductions
    awareness and feeling
    of connection among
    adults
    8. Clearly Identify all goals and learning expectations

    Learning Activity or Instructor Be havior


    Icebreakers, Introductions, what do you know, what do you want to know
    Ice Breaker Human Mapping project.

    Course Introduction
    What does Inclusion mean to you?...Discussion .
    What you will Learn.
    What you want to learn.
    Personal note reflection.
    1. To allow all participants to talk and learn about e ach other. Creating a
    safe place in which sharing and opinions are
    Welcome.

    Le arning objectives T o develop positive


    1.
    attitude towards the
    subject matter and
    meaning of course
    content.
    Attitude - Beginning To create relevant
    2. Provide participants with the opportunity for Multidimensional What does Inclusion mean?
    Definitions of vocabulary, Diversity, Exclusion, Equity.
    learning experiences. learning.

    43. Use Case study methods, for examples, and new learning
    visions.
    T o create challenge,
    engagement and
    Le arning Objectives decision making skills.
    Meaning - During

    Healthy examples of inclusive classrooms, situations of demonstration.


    Equity models.
    1. Participant will be able to define, Inclusion, diversity and privilege.
    2. Participant will be able to name three scenarios in which to create
    equity.

    41. Story use, personal and professional experiences, that influenceAppreciation of Diversity.
    attitude
    Micro Aggregations.
    Student to student conflict.
    54.Use self-assessment methods, to measure growth, new skills and Creating an Inclusive community.
    vocabulary.
    What is Community, goal, communication and collaborations?
    T o conclude with
    understanding, new
    skills and motivation.

    Le arning Objectives

    3. Participant will be able to define community.


    4. Participant will be able to describe two changes in the e nvironment to
    make a
    Community stronger.
    5. Participant will be able to name three content/context projects the class
    could
    Complete to anchor inclusion.

    Competence - Ending

    15.Use of scaffolding learning techniques for reflections and reteaching.

    Instructor presents real life sceneries, and participants act and solve the
    conflict.
    Highlighted elements of the content previously.

    T ed T alk danger of a single story


    19. Use relevant models to display content and context participants Strategies for creating inclusiveness in your classroom.
    can use in their own classroom, strategies.

    45. Use simulation techniques for transforming situations in the


    future.

    Participants share ideas and discussion more strategies in groups of k-12 and
    higher education. Sharing list ideas as a method of self assessment.

    Le arning Objectives

    Sche dule
    Couse Se gme nts

    Class interactive Activities

    Instructional Content

    Ice Breaker- Human Mapping


    project
    Series of questions.

    1.

    All Participants start on an even


    line and a series of questions are
    Beginning/Inclu
    asked:
    sion
    Example: take a step forward if
    your parents were married until
    you were 18.
    Take a step backward if your
    family made less than 30,000 a
    year growing.
    .Discussion of experience with
    inclusion

    Inclusion put into simple words is the process of providing students with equal educational
    opportunities. However the definition goes much deep than that, many factors contribute to
    the results of inclusion. The word inclusion is, in fact just an umbrella over the many terms
    of diversity, privilege, and Equity. Inclusion simply sates a balance between all the terms
    represented under the umbrella. To create an inclusive environment for higher education you
    need to have knowledge on the modern definitions of the terms that exist under inclusion.
    This is referred to as creating an inclusive community.

    Self-note reflection, what is


    inclusion, and various definition
    2.

    Be ginning
    /Attitude

    Presentation of graph, could use Inclusion put into simple words is the process of providing students with equal educational
    for note taking and reference.
    opportunities. However the definition goes much deep than that, many factors contribute to
    the results of inclusion. The word inclusion is , in fact just an umbrella over the many terms
    Presentation
    of diversity, privilege, and Equity. Inclusion simply sates a balance between all the terms
    represented under the umbrella. To create an inclusive environment for higher education you
    need to have knowledge on the modern definitions of the terms that exist under inclusion.
    This is referred to as creating an inclusive community.
    Diversity is perhaps the largest contributor to exclusion (unsuccessful inclusion). Diversity
    refers to individual differences such as personality, learning styles, and personal experiences.
    In addition diversity refers to culture differences such as race and ethnicity. Finally diversity
    defines differences in gender, sexual orientation and political and religious affiliations. In
    short understanding diversity is the first step to creating an inclusive community. The
    meaning of privilege is connected to diversity but it takes a step further. Privilege refers to
    the underlying effects of a diverse individual that places them with an advantage over
    another person or a group of people. Examples of privilege include an individual being part
    of a majority race, higher class economically or the majority gender. The three example
    listed previously are just three common ways a person can have privilege above another
    person or group pf people. Equity is brought into discussion because it represents a
    progressive culture towards inclusion in education. Equity means the creation of
    opportunities for historically underrepresented populations to have access to education and
    programs that would result in equality in student success and progressive future, examples of
    this can be seen today in income based educational programs, specific scholarships, and
    specific non-profit organizations .
    In conclusion in order to create inclusion, a community around diversity equality and equity
    must be provided to each individual student. Community is a key word when referring to a
    group of individuals who are present for a common goal, such as a class, action group, o r
    organization.

    3.

    Me aning/
    During

    Creating a community of diverse , Creating an Inclusive Community


    individuals
    Community, in this context, should consist of both a team of educators and a team
    of students. Classroom in this context will be referred to as the forum in which students
    learn, interact and engage with other students and the educator. This classroom could be an
    online class, on campus class or weekly meeting group. Community is an aspect that should
    be pushed in and out of the classroom. This consists of awareness that everyone in the class
    makes up a community. This also creates an understanding that through differences and
    original ideas the community is strengthened.

    Another side of community in a classroom is collaboration. Collaborative community


    projects help students further: understanding of one another, appreciation and respect one
    another but, also connect with each other. In addition working together also helps students
    further their learning, through sharing, combining ideas, problem solving together and
    promoting leadership. The importance of promoting community in the classroom will result
    in more of an effort towards an inclusive environment. By conducting community projects or
    collaborative work, diversity and privilege becomes obsolete because students have a
    common goal and act in tandem to complete that goal, everyone at that point is and should
    be considered equal to one another. A collaborative project should contribute to inclusion in
    the classroom and will help result in the absence of racism, and exclusion.
    In conclusion, an effective learning community is made up by diversity, some people have
    different strengths than others and when that is recognized, a successful learning
    environment is present. A contributor to a successful learning environment discussed above
    is impacted by the curriculum and if the curriculum caters to inclusion in the classroom
    community. Often some projects takes time to develop a community, for example maybe the
    first collaborative project in classroom helps the growth of the class. By the second project,
    students really exercise more abundant ideas and leadership roles amongst one another. They
    are more open to change and they have more respect for others and their ideas. These blocks
    are the key to students learning how to learn.

    Acting out conflict sceneries.


    4.

    Competence/En
    ding

    Curriculum for a class could contribute to inclusion or exclusion. It is important that an


    educator is aware of how to create curriculum that could be impactful towards inclusive
    results. The list below articulates different aspects to keep in mind when attempting to plan
    an inclusive classroom community.

    Group strategies 1. Assume that a group of students is extremely diverse, that the target
    and presentations population should not be a stereotype, and don't assume a majority.
    for inclusion.
    2. Never ask students to speak for a particular group, they are individuals,
    not representatives of a group of people, nor should they think so.
    3. Be aware, most diversity is considered invisible and cannot been seen
    on a surface level. Get to know students as individuals but never assume
    you know everything that causes stereotyping.

    4. It is general instincts to teach towards the majority, fight against that


    because in all actuality the majority is just an assumption and most likely
    doesn't exist.
    5. Don't let personal bias, or preferences every impact an interaction with
    another person. Personal expression is OK but you must understand how
    it can impact others and come off a discrimination.
    6. All students should be acted as anonymous individuals, find strategies
    for grading, assessment and responses that eliminate stereotypes that
    make for unfair judgments.
    7. In most cases keep religion out of content but Religion in subject
    matter is OK when it remains as general religion, could be any religion
    and not one specific type is named as an example. Students may add
    personal perspectives but as the teacher you add a bias when you use a
    specific religion as an example.
    8. Gender inclusive, no masculine or feminine terms, even try to stray
    from he/she. "They" is the proper term for ambiguous gender in the
    singular.
    9. Don't fear diversity, invite conversations that are absent of
    discrimination but impact the understanding of the term. As the teacher,
    ask open ended questions, no leading questions, be absent of
    bias..always.. And immediately defer students when you feel they are
    crossing the line of discrimination. Defer in clever, concise and inclusive
    ways.
    10. People have privilege, its a thing, it something to be aware of but not
    to hold against someone and should never become a prejudice.
    11. Some people are shy and soft spoken, others are outgoing and loud,
    try not to favor attention either way. Instead create an assignment or
    activity that allows equal access by both parties that could be more fairly
    judged.

    Video/ Rflection

    Refer to previous reflection, did you achieve


    your checklist? Share and complete

    Lynch, S. (n.d). Sucessful Inclusion. Photograph. Retrieved from:


    http://specedsteiner.weebly.com/successful- inclusion.html

    References

    Baldiris Navarro, S., Zervas, P., Fabregat Gesa, R., & Sampson, D. G. (2016). Developing Teachers'
    Competences for Designing Inclusive Learning Experiences. Journal Of Educational Technology
    & Society, 19(1), 17-27.

    Hockings, C., Brett, P., & Terentjevs, M. (2012). Making a difference, inclusive learning and teaching in
    Higher education through open educational resources. Distance Education, 33(2), 237-252.
    doi:10.1080/01587919.2012.692066

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