Other guides and checklists to inclusive teaching and developing an Inclusive Curriculum are also available: The website also provides a link to an online module, Learning to teach inclusively LTI which was developed by a project team led by Professor Chris Hockings from the University of Wolverhampton. The online module includes three separate interactive units which cover: Inclusive curriculum and assessment; Inclusive pedagogy; and, Managing and researching the inclusive institution.
Open in a separate window As shown in Table 2students recognised the linkage of research and learning through participation in Analyse inclusive learning approaches to learning project. In Week 2, they perceived research and learning as separate activities. Specifically, research was viewed as an irrelevant activity to undergraduates' life and also as an activity which was undertaken only by someone who pursues an academic career.
However, they began to relate the process of research to their learning experiences during the course. Like, it includes investigation of what I want to know, information gathering necessary to the goals, and a study meeting with my friends outside classroom.
I think what I did in our research project was exactly congruent to the process of learning. Students said that researcher autonomy or inquiring mind is a core concept of research.
S11 emphasised the importance of inquiring mind in doing research: For example, we researched students' perceptions of career choice as medical doctor and family, umm, sharing housework with partner. People's perceptions vary according to their background, and we couldn't draw one definite conclusion from data.
However, I really enjoyed working in this process, and my inquiring mind made me participate more actively in the research project. Moreover, he noticed that research could be seen as not a special activity of scientist but a daily activity of people.
So, research is to investigate what I want to know on my initiative.
In the first interview, I said I had no idea about research, but now I feel research can include not only scientists' work but also our daily activity of learning.
In the first interview, research was seen as scientist's lonely activity, whereas students mentioned in the second interview that research was collaborative work. It is important for each member to actively make contribution to the research project. I needed to understand how I could contribute to group work, like my own role in this group.
Before I participated in this course, I thought research should be done alone, but now I realize that research also includes group work, and collaborative work with members is really essential to the research project.
It was very difficult to answer our research questions based on such an extensive data obtained from interview and questionnaire survey and we struggled to interpret those data, but I noticed that this process of thinking was research.
Relationship between perceptions of research and approaches to learning Deep approach to learning Students who could have a process-oriented perception of research took a qualitatively deeper approach to learning during the course.
Five themes regarding deep approach to learning emerged from the analysis of interview data: Firstly, their inquiring mind intrinsically motivated their engagement with the research.
As S4 mentioned, he did not feel that he was forced to do the research project by someone in a mandatory course. Such motivation has led to their deep approaches to learning. Now, I'm not reluctantly doing research under someone's instruction.
Rather, with tutor's advices, I'm carrying out the research on my own initiative, umm, pursue what I want to know for my own sake. I felt only questionnaire was not enough to better understand their attitudes toward PBL. S11's comments implied that interpretation of the phenomenon involved comparison, integration and categorisation of data: Apparently, I supposed that those data were not interrelated, but, in fact, I realized that there was a story on what human being is behind the data.
In doing research project, students needed to collect and analyse data on their own initiative in order to investigate what they want to know. It was a kind of first time to work out a plan for the research project by ourselves.
I realised the importance of actively study something in my career as a medical doctor through research design, data collection and analysis in the course.
Although S3 felt it difficult to make contribution to the group work, she realised that sharing her opinions can be essential to elaboration of research planning and data analysis in group. At the beginning, I hesitated to do it, because I worried if my opinion would be off the point in the group discussion, but now I can say any opinions can contribute to the research work, which can be also related to teamwork.
For instance, S5 attempted to better understand the nature of qualitative research during this course, and he noticed that this reflective process actually led to his meaningful learning. This kind of reflection on what I did and repeatedly thinking of qualitative research connected to meaningful learning.Universal Design for Learning (UDL) is a research-based framework that helps teachers plan learning to meet the diverse and variable needs of all students.
It supports schools to realise the vision of The New Zealand Curriculum. This guide introduces the UDL approach and illustrates the UDL. Assessment for Learning (AfL) is an approach which involves the learners in their own assessments and allows them to set their own goals.
It can be very helpful for learners with SEN to measure their progress against their own targets rather than those of others. First, using student-centered learning approaches to teaching never means that teachers do not lecture.
Next, slow, thoughtful, reflective transitions to student-centered learning approaches are likely to lead to the most sustainable changes in teaching. Faculty members might begin with. Constructivist approach departs from the premise that learners can construct and reconstruct knowledge while behaviourist approach is more about the change of learner behaviour to inculcate learning.
Introduction. This section looks at another of the key stages in any systematic approach to course or curriculum development - selecting appropriate teaching/learning methods for achieving your chosen educational aims and learning outcomes.
Inclusive learning approaches for literacy, language, numeracy and ICT For use by awarding institutions, teacher educators, employers, teachers and trainee teachers Companion guide to .