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    Sned 113 Abstraction

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    jane inosante
    The document discusses inclusive teaching and academic diversity. It defines "knowing and doing" as comprehending and implementing inclusive teaching methodologies that acknowledge student diversity. Educators should integrate student backgrounds and experiences into their teaching. An inclusive syllabus, reducing anonymity, and assessing student backgrounds can help create a welcoming environment where all students have equal opportunities to succeed. Main features of inclusive teaching include creating a welcoming classroom, cultivating cultural awareness, differentiating instruction, and encouraging critical thinking.

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    Sned 113 Abstraction

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    jane inosante
    6 views2 pages
    The document discusses inclusive teaching and academic diversity. It defines "knowing and doing" as comprehending and implementing inclusive teaching methodologies that acknowledge student diversity. Educators should integrate student backgrounds and experiences into their teaching. An inclusive syllabus, reducing anonymity, and assessing student backgrounds can help create a welcoming environment where all students have equal opportunities to succeed. Main features of inclusive teaching include creating a welcoming classroom, cultivating cultural awareness, differentiating instruction, and encouraging critical thinking.

    Original Description:

    IV. Teaching and Academic Diversity

    Original Title

    SNED-113-ABSTRACTION

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    The document discusses inclusive teaching and academic diversity. It defines "knowing and doing" as comprehending and implementing inclusive teaching methodologies that acknowledge student diversity. Educators should integrate student backgrounds and experiences into their teaching. An inclusive syllabus, reducing anonymity, and assessing student backgrounds can help create a welcoming environment where all students have equal opportunities to succeed. Main features of inclusive teaching include creating a welcoming classroom, cultivating cultural awareness, differentiating instruction, and encouraging critical thinking.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    6 views2 pages

    Sned 113 Abstraction

    Uploaded by

    jane inosante
    The document discusses inclusive teaching and academic diversity. It defines "knowing and doing" as comprehending and implementing inclusive teaching methodologies that acknowledge student diversity. Educators should integrate student backgrounds and experiences into their teaching. An inclusive syllabus, reducing anonymity, and assessing student backgrounds can help create a welcoming environment where all students have equal opportunities to succeed. Main features of inclusive teaching include creating a welcoming classroom, cultivating cultural awareness, differentiating instruction, and encouraging critical thinking.

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    of 2

    ABSTRACT

    IV. Teaching and Academic Diversity

    In the realm of teaching and academic diversity, the term "knowing and doing"
    denotes the comprehension and effective implementation of inclusive and diverse
    teaching methodologies. This requires educators to acknowledge the diverse
    backgrounds, experiences, and requirements of their students, and integrate these
    elements into their teaching practices actively.

    B. Knowing and doing


    Knowing comes from the intellectual part of our mind: Conscious Mind. This is
    where we have been conditioned to live our lives by. Knowing or Knowledge will
    usually be the starting point of our growth. This is where the second aspect comes in.
    Doing comes from the emotional part of our mind: Subconscious Mind. This is
    where a person's habits, beliefs, and emotions are held. It is this part of the mind that
    controls the doing. It is said that having all the knowledge in the world is of no use if
    nothing is ‘done’ from that knowledge.

     Building Inclusive Pedagogy


    Inclusive pedagogy embraces cultural differences, constructs welcoming
    environments for sharing cultural perspectives, and assigns writing that challenges
    students to think critically about diversity and equity issues.

    1. Create an Inclusive Syllabus


    In addition to outlining the overall structure of your course, a syllabus
    allows you to convey your expectations for inclusivity. Along with information
    about texts and topics, the syllabus may also convey your expectations on course
    interactions and what you want students to know, learn to do, and appreciate by
    the end of the course. A comprehensive syllabus is important for students to have
    to understand what they need to do to succeed.
    2. Reduce Anonymity
    Consider getting to know your students to help them better connect with
    you and each other. (Introduce yourself)
    3. Assess Student Backgrounds
    Students enter our classrooms with varying skills, knowledge, values, and
    social and emotional experiences that influence how they engage in learning. Try
    to understand some of their starting points.
    In addition, students arrive with various experiences that can impact the
    way they learn and how they interact in the classroom.

     Developing the Goals and Skills for Inclusive Teaching


    Inclusive teaching often referred to as equitable or equality-focused teaching,
    is a method in which educators create a learning environment where all students -
    regardless of ethnicity, disabilities, gender, sexual orientation, and background -
    have equal opportunities to succeed. All students must receive equal treatment and
    respect.
    Students must also be afforded every opportunity to reach their full potential.
    Educators must identify blockers, barriers, or boundaries preventing students from
    partaking, completing assignments, and learning.
    Moreover, educators may self-assess to remove bias from their teaching
    method and appraise the source materials to ensure diversity.
    To implement inclusive pedagogy effectively, educators must develop
    specific goals and skills that promote equity and accessibility in their classrooms.

    What are the main features of inclusive teaching and learning?

    a. Creating a welcoming and inclusive classroom environment


    b. Cultivating cultural awareness and sensitivity
    c. Differentiating instruction and assessments
    d. Encouraging critical thinking and reflection

    REFERENCES:
    https://www.linkedin.com/pulse/difference-between-knowing-doing-can-summed-up-one-word-
    darkins
    https://inclusivepedagogy.uchicago.edu/get-started
    https://tilt.colostate.edu/prodev/teaching-effectiveness/tef/inclusive-pedagogy/ip-pedagogical-
    practices/#:~:text=Inclusive%20pedagogy%20embraces%20cultural%20differences,about
    %20diversity%20and%20equity%20issues.

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