This document summarizes a presentation on inclusion given by Mark Barratt at the University of Auckland. The presentation covered Barratt's experiences that led him to advocate for inclusion, his key beliefs about inclusion, and how to implement inclusion in schools and classrooms. Some of the main points included: defining inclusion as changing attitudes rather than just policy/resources, seeing inclusion as an ongoing process to improve responses to diversity, having presence and participation of all students as the goals, and the importance of teacher attitude, relationships with families, creative problem-solving, and support systems in inclusive classrooms.
Ideas on classroom management and the effect it can have on student retention.
Student and faculty interaction can influence retention, persistence rates, student satisfaction and performance.
This accredited Teaching Assistant course is designed to provide learners with the skills to support the learning process and fast track their career as a teaching professional by preparing them for the role.
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Ideas on classroom management and the effect it can have on student retention.
Student and faculty interaction can influence retention, persistence rates, student satisfaction and performance.
This accredited Teaching Assistant course is designed to provide learners with the skills to support the learning process and fast track their career as a teaching professional by preparing them for the role.
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Cory Stutts has worked since 2007 at Catherine Cook School, an independent Preschool-8 independent school in downtown Chicago. Cory is currently Head of the Middle School. Since 2008 when Catherine Cook joined the Ethical Literacy Learning Community, their focus has been systemic and grounded in professional development. Starting with a core teaching team at the 5 - 8 grade levels, the work has now branched out to span Pre-K through 8, with active participation from leadership at all three division levels, and active student engagement across the board.
This slide set was used at the 7th Annual Ethical Literacy Conference to guide attendees through a series of culture building activities that they could take back and implement in their school setting.
This session will explore the Principal's Leadership Forum, a group of student leaders at Orrville High School. Participants will learn how a smaller public high school can take action and make a positive change.
Cory Stutts has worked since 2007 at Catherine Cook School, an independent Preschool-8 independent school in downtown Chicago. Cory is currently Head of the Middle School. Since 2008 when Catherine Cook joined the Ethical Literacy Learning Community, their focus has been systemic and grounded in professional development. Starting with a core teaching team at the 5 - 8 grade levels, the work has now branched out to span Pre-K through 8, with active participation from leadership at all three division levels, and active student engagement across the board.
This slide set was used at the 7th Annual Ethical Literacy Conference to guide attendees through a series of culture building activities that they could take back and implement in their school setting.
This session will explore the Principal's Leadership Forum, a group of student leaders at Orrville High School. Participants will learn how a smaller public high school can take action and make a positive change.
TeachFirst Early Years Conference: achieving success in your Early Years Ofst...Dr Julian Grenier
Presentation to the TeachFirst Conference, April 2016, focussing on developing teacher professionalism and leadership of pedagogy in order to tackle early disadvantage and achieve a strong Ofsted outcome.
Nature of Guidance, Need for Guidance, Principles of Guidance, Types of Guidance, Guidance Services in Schools, Vocational Guidance, Principles of Counselling, Types of Counselling, Professional Ethics of a Counsellor, Guidance Vs Counselling
An opportunity to:
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2. Introduce new vocabulary and language structures
3. Activate students knowledge and make links to prior learning
4. Model ways to construct meaning for the reader
5. Stimulate students to think critically
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Literacy: Creating a Classroom Environment Rich in Meaningful Print in Context MarkBarratt13
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2. Review some key elements that contribute to an environment rich in meaningful text and identify ways they can apply this to their teaching space.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. A little bit about myself
• ‘I’m into inclusion because after 30 years in
teaching I’m saddened by what I experience
• From Joseph being told he’s a typically lazy Maori
to Colin not being allowed to come to school
because he walks funny. I can give you hundreds of
real anecdotes showing how kids and their whanau
are disempowered and pigeon holed by the system
and by people. At some point you decide to take a
stand because you realise that education is a
political and ethical activity.
• I’m not about trying to change the world – I’m just
wanting to be able to change my space
3. What I hope to achieve today
• 1. Key beliefs around inclusion
• 2. Implementation into the school and the classroom
4. CL Structure
• Take a minute to list a couple of phrases that
describe an inclusive school
• Share them with a partner
• Decide which one is the critical one for you and
your partner
• Find another pair and share. Get agreement on the
top 3.
• Someone from the group to write on the board
5. The Reality for Some
• The 5 year old locked out of his classroom on day
one of his first day of school.
• Donna Awatere talk’s about the invisible sign above
some schools saying parents aren’t welcome here.
• In some schools the sign reads “we only want you if
your brain and body works the same as mine’
6. Key Principles relating to
Inclusion
• 1. Inclusion isn’t a technical activity
• 2. A never ending search for better ways to include
all students
• 3. Criteria for Inclusion
• 4. Barrier Free Education
• 5. Presence & Participation for All
7. 1. Inclusion isn’t a technical
activity
• Essentially inclusion is about how you view people
• I will suggest that inclusion is not a technical issue to be fixed
by a new ensemble of policy, professionals and resources.
Clarification and commitment to the principle must be the
precursor to the development of policy and its logistics. If we
don’t change cultural attitudes we are primarily about
tinkering with the system. Teaching is first and foremost an
ethical activity.
• If its not that what we’re talking about is a technical response
to access and deliver resources
8. 2. Never ending search about
how to respond to diversity
• The first thing you’ve got to remember is that inclusion is not
a one hit wonder that you achieve and move on.
• Ballard talks about it being elusive and an ongoing struggle
against practices that disempower some.
• Inclusion has to be seen as an never-ending search to find
better ways of responding to diversity. It is about learning how
to live with difference, and, learning how to learn from
difference.
• In this way differences come to be seen more positively as a
stimulus for fostering learning, amongst children and adults.
9. 3. Criteria for Inclusion
• The only criteria for inclusion is
“are they breathing”
• So the critical question is
• “why aren’t they?”
10. 4. Barrier Free Education
• Inclusion is about the ongoing identification and
removal of barriers. Consequently, it involves
collecting, collating and evaluating information
from a wide variety of sources in order to plan for
improvements in policy and practice.
• It is about using evidence of various kinds to
stimulate creativity and problem solving
Student created film clips
Transition plans
Parent and teacher feedback
Target student feedback
11. 5. Presence and
Participation of All
• Presence is concerned with where students are educated, and
how reliabily and punctually they attend.
• Participation relates to the quality of their experiences whilst
they are there
• Achievement is about the outcomes of learning across the
curriculum, not merely test or examination results
12. Key factors relating to Inclusion
within the classroom
1. Teacher attitude
2. Relationships with whanau/family
3. What are you trying to achieve? What’s really
important?
4. Creative problem solving
5. Support
6. Pedagogical Models
13. 1. Teacher Attitude
• Within 5 minutes parents (and the child) will know
whether you really want the child in your classroom
• Upon first meeting the family do you talk to the
student or the parent
• Kearney’s study on exclusion of ‘disabled students’
refers to the significant use of sarcasm that teachers
engage in
• How often does the teacher work with the student
at risk. Or are we giving our most at risk students our
least trained staff to work with?
14. 1. Teacher Attitude contd
Teacher Fear
• The words that come out are:
• "But, we don't have enough money or resources!
• But, I haven't been trained to take care of those!
• But, I didn't choose special ed!
• But, I don't have special curriculum guidelines
• But, I don't have time to create a special programme for
"them
• The other children will suffer
I Am Afraid! is is the key phrase underneath most of this. But
for some, there are deeper fears. People are afraid of
being "faced" with their own mortality, with imperfection.
People are afraid 'they might catch IT'. These deep seated
fears are a product of our culture
15. 2. Relationship with the
Whanau
• Are parents part of the solution or part of the
problem?
• Are they a source of knowledge about the learner
or is their cultural capital disregarded?
• How are you going to communicate? What are you
going to communicate?
16. 3.What’s really important?
• Peske “ its really great that my son can tie his
shoelaces but it’d be great if he had a friend”
• What is it that makes life worth living for you as an
adult? Write down one key thing that gives your
increased meaning? Share it with the person next to
you.
• How do you find out what’s really important?
17. 4. Creative problem solving
What do you do with any learner who is struggling with
learning? You problem solve. You put in place cycles of action
research.
Scenario 1
What might a teacher do to help a student who has no/few
friends?
Tool - Solution Circle: Getting Unstuck
• Designed by Jack Pearpoint, Marsha Forest & John O’Bnen
• This is a short and powerful tool that takes no more than a half hour. Its
effective in getting “unstuck” from a problem in life or work. Solution
Circles are tools to build “community capacity”. It assumes and
demonstrates that nearby people - in any community or work place
have the capacity to help if asked. It requires a person to ASK - not an
easy thing in our culture of privacy and ‘do it alone’. This tool puts all the
values we espouse into practice and demonstrates that TOGETHER
WE’RE BETTER.
21. 6. Pedagogical Models
• How are you going to teach?
• Is it always going to be ability grouping – like the
traditional reading groups or are their other ways of
organising learning.
• Cooperative Learning
• Reciprocal Reading
