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Active learning
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- 2. Collaborative learning groups Hands-on activities Inquiry-orientedactivities ACTIVE LEARNING student portfolio Teacher's demonstrations Internet resources Discussions Presentations Cooparative learning groups Student self evaluations Student initiated projects
- 3. So, what isactive learning? To view you course as a way to expand your knowledge is Active Learning. Active learning is a collection of teaching strategies all of which engage the learner in the actual instruction that takes place. To do what is expected of you to get a good grade is Passive Learning.
- 4. Students bring their fromtheir families, cultures, and societies of origin. Racial type Ethics Physical appearances Perspectives Abilities Language Gender DIVERSITY
- 5. What is EducationalEquity? All students are treated equally well and that school resources are shared equally. To accomodate all types of diversities:, The Universal Design: -equal access to resources. -individual preferences and abilities are accomodated. -Simple instructional strategies. -errors are highly tolerated. -Flexible assessment.
- 6. Working Toward Educational Equity• Discuss diverseethical and racial groups' heritage. • Help all students incorporate in class activities. • Acknowledge and affirm each student's ethical or racial group. • Encourage parent's particiaption and responsibility within the school framework. • Provide a warm environment rich with group work activities. • Avoid forcing students speaking aloud immediately. • Start explanation by simple yes/no questions. • Encourage the usage of bilingual dictionaries. • Record certain lectures on tape. Ethical,racial Language
- 7. Categories of Exceptionality Superior intelligence/ Slowlearners Learning disabilities. Speech/langu age impairments. Mobility disabilities Emotionally disturbed. Socially maladjusted Dyslexia/ Cerebral palsy Auditory/visual impairments EXECPTIONALITY: Gifted, OR, Disabled Intellectual Behavioural Physical Multiple SensoryCommunicative
- 8. -Tutoring -Cooperative learning -Computer assistedprograms -Large print/ Braille material -Task groups -Special teachers -High-interest books -Listening labs -Study/strategy skills training Ability Diversity Establish Collaborative teams: Ask help from specialists, school psychologist, social workers, speech therapists, etc.. Enhance their strength to remedy their weaknesses You are NOT alone: #InclusionNOTexclusion
- 9. 1 Encouraging Equity atClass Observe Carefully. Observe your students' behavioural clues to avoid interruptions. Set the tone. Adapt your instruction to help every child. Do net let inclusion diminish. Involve others. Develop a network of assistants to create a positive and caring environment at class. 2 3 #InclusionNOTexclusion
- 10. Gender Equity: BeAware of Bias! In Technology: Boys: Active Aggressive Competitive Like engineering and computer science Girls: Collaborative Supportive Like personal aesthetics (fashion) Boys view technology as a tool of power and control. Girls are expected to use them as learning tools only. However, researches prove that both groups can develop equal computing skills.
- 11. Instructional Implications ofGender Equity: • Communicate high expectations to girls to improve their motivation. • Provide leadership opportunities for boys and girls equally. • Be aware of your verbal and nonverbal actions to every class member. • You should instil a love of learning in every student. • Call on girls as much as you call on boys. • Assign problems equally. • Add to reading list stories about important women, and assign researches concerning this subject. • Place equal number of girls and boys in cooperative learning groups.