COD 2021 - D557
An inclusive approach in ELT: teaching so ALL children learn
Kindergarten and primary school teachers and coordinators
3
sessions, start: 09-Aug
The course chosen does not allow any new enrolment
Course detail
Year: 2021
Level: Distance
Language: English
Status: Ended
Lugar: Distance
Facilitator/s: Ms. Mercedes Perez Berbain MA
ESSARP Schools
Free of charge
Free of charge
Exams Schools
ARS 5400.00
ARS 5400.00
Non affiliate
ARS 5400.00
ARS 5400.00
Sessions
| Sessions | Dates | Schedule |
|---|---|---|
| 1 | 09 August - 15 August 2021 | Online session |
| 2 | 16 August - 22 August 2021 | Online session |
| 3 | 23 August - 29 August 2021 | Online session |
Facilitator/s
Mercedes Perez Berbain
Kindergarten and primary school teachers and coordinators
For participants to:
- Develop their knowledge and understanding of inclusive pedagogy from a critical socio-cultural perspective.
- Critically reflect on and evaluate their own teaching.
- Build up their knowledge of active learning.
- Implement inclusive strategies in their own practice.
- Develop their knowledge and understanding of inclusive pedagogy from a critical socio-cultural perspective.
- Critically reflect on and evaluate their own teaching.
- Build up their knowledge of active learning.
- Implement inclusive strategies in their own practice.
- Diversity and inclusion
- Inclusive strategies
- Critical pedagogy
- YL learning an additional language
- Picturebooks
- Differentiation
- Knowledge construction
- Conversational dialogue
- The mobilisation of skills
- 21st century skills: communication, collaboration, creativity, critical thinking and confidence.
- Inclusive strategies
- Critical pedagogy
- YL learning an additional language
- Picturebooks
- Differentiation
- Knowledge construction
- Conversational dialogue
- The mobilisation of skills
- 21st century skills: communication, collaboration, creativity, critical thinking and confidence.
This is an experiential and interactive on-line course which invites participants to become aware of how inclusive their teaching is as well as having the chance to rethink and enhance their teaching skills in collaboration and interaction with other colleagues. There will be plenty of opportunity to discuss, analyse and explore possibility to find ways of making our teaching inclusive to all children.
The course offers 3 self-paced modules interspersed with a weekly 60-minute zoom interactive session, scheduled on Wednesdays Aug 11, 18 & 25 from 6 to 7 pm. Dates are 9 - 15 August; 16 - 22 August and 23 - 29 August.
The course offers 3 self-paced modules interspersed with a weekly 60-minute zoom interactive session, scheduled on Wednesdays Aug 11, 18 & 25 from 6 to 7 pm. Dates are 9 - 15 August; 16 - 22 August and 23 - 29 August.
- Banegas, D. and Villacañas de Castro, L. (2016). Criticality. ELT Journal, 70 (4).
- Black-Hawkins, K. (2017). Understanding inclusive pedagogy: Learning with and from teachers. In V. Plows and B. Whitburn (ed) Inclusive education: making sense of everyday practice. Sense.(Innovations and Controversies: Interrogating Educational Change, v. 6), pp.13-28.
- CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
- Connett, H. (2020). Action research to improve confidence in meeting diverse need and the quality of inclusive practice through lesson observations. Support for Learning, 35(2), pp. 178–191.
- Douglas, S. (Ed.). (2019). Creating an inclusive school environment. London: British Council.
- Florian, L. and Beaton, M. (2018). Inclusive pedagogy in action: Getting it right for every child. International Journal of Inclusive Education, 22(8), pp. 870–884.
- Freire, P. (1970). Pedagogía del Oprimido. México D.F.: Siglo XXI editores.
- Includ-ED project report (2009). Actions for success in schools in Europe. Retrieved from https://www.mv.helsinki.fi/home/reunamo/article/INCLUDED_actions%20for%20success.pdf
- Reckermann, J. (2020). Dealing with diversity in English children’s books in the heterogeneous EFL classroom. PFLB, 2(4), 134-157.
- Russak, S. (2016). Do inclusion practices for pupils with special educational needs in the English as a foreign language class in Israel reflect inclusion laws and language policy requirements?. International Journal of Inclusive Education, 20(11), pp. 1188–1203.
- Stadler-Heer, S. (2019). Inclusion. ELT Journal, 73(2), 219-222.
- Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (Second Edition). ASCD.
- UN (2016). Goal 4: Ensure inclusive and quality education for all and promote lifelong learning. Retrieved from https://goo.gl/fZ5kEZ
- UNESCO. (2020). Towards inclusion in education; status, trends and challenges: the UNESCO Salamanca Statement 25 years on.
- Black-Hawkins, K. (2017). Understanding inclusive pedagogy: Learning with and from teachers. In V. Plows and B. Whitburn (ed) Inclusive education: making sense of everyday practice. Sense.(Innovations and Controversies: Interrogating Educational Change, v. 6), pp.13-28.
- CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
- Connett, H. (2020). Action research to improve confidence in meeting diverse need and the quality of inclusive practice through lesson observations. Support for Learning, 35(2), pp. 178–191.
- Douglas, S. (Ed.). (2019). Creating an inclusive school environment. London: British Council.
- Florian, L. and Beaton, M. (2018). Inclusive pedagogy in action: Getting it right for every child. International Journal of Inclusive Education, 22(8), pp. 870–884.
- Freire, P. (1970). Pedagogía del Oprimido. México D.F.: Siglo XXI editores.
- Includ-ED project report (2009). Actions for success in schools in Europe. Retrieved from https://www.mv.helsinki.fi/home/reunamo/article/INCLUDED_actions%20for%20success.pdf
- Reckermann, J. (2020). Dealing with diversity in English children’s books in the heterogeneous EFL classroom. PFLB, 2(4), 134-157.
- Russak, S. (2016). Do inclusion practices for pupils with special educational needs in the English as a foreign language class in Israel reflect inclusion laws and language policy requirements?. International Journal of Inclusive Education, 20(11), pp. 1188–1203.
- Stadler-Heer, S. (2019). Inclusion. ELT Journal, 73(2), 219-222.
- Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (Second Edition). ASCD.
- UN (2016). Goal 4: Ensure inclusive and quality education for all and promote lifelong learning. Retrieved from https://goo.gl/fZ5kEZ
- UNESCO. (2020). Towards inclusion in education; status, trends and challenges: the UNESCO Salamanca Statement 25 years on.