There are many inclusivity challenges facing teachers, some of which involve students with a physical disability or specific learning difficulty, some of which arise from teachers’ working conditions (large classes, lack of resources), and some of which arise from a learners’ home environments. This week you were introduced to three principles for inclusive teaching: being observant, being flexible and being nourishing (supporting self-esteem). You have also used the ‘minimum criteria’ for learner-centred education in order to analyse teaching and identify possible improvements. Often the changes required are very small  – like moving away from the front of the room or enabling learners to talk in pairs – but over time, they can have a significant impact. Next week you will have the opportunity to expand your ‘toolkit’ even further.

Go to Week 4

References

Mitchell, R. (2019) ‘Student organisation as a facet of teaching quality in sub-Saharan Africa: evidence to inform the World Bank’s Teach observation instrument’. Paper presented at UKFIET 2019, Oxford, United Kingdom [Online]. Available at https://research-information.bris.ac.uk/ws/portalfiles/portal/208234804/Student_organisation_in_SSA_evidence_to_inform_the_World_Bank_s_Teach_observation_instrument_Mitchell_2019_.pdf (Accessed 9 January 2021).

Molina, E.,  Pushparatnam, A., Rimm-Kaufman, S.,Ka-Yee Wong, K. Teach Classroom Observation Tool: Evidence-Based Teaching Effective Teaching Practices in Primary School Classrooms. World Bank Group Policy Research Working Paper 8656 Downloaded from Accessed on 12/01/2021 https://openknowledge.worldbank.org/bitstream/handle/10986/30929/WPS8656.pdf?sequence=1&isAllowed=y

TESS-India ‘Involving all: lower primary maths’ (2015) YouTube video [Online]. Available at https://www.youtube.com/watch?v=bV7fILQPTxg&list=PLLjfVZ89nnNI7lEZRdanOTVxzuosUW0Bp&index=14&t=177s (Accessed 9 January 2021).

TESS-India ‘Involving all: secondary English’ (2015) YouTube video [Online]. Available at https://www.youtube.com/watch?v=Qm2hp-hNEI4&list=PLLjfVZ89nnNI7lEZRdanOTVxzuosUW0Bp&index=16&t=82s (Accessed 9 January 2021).

UKFIET (2020) Using the Teach classrooms observation tool in Rwanda [online]. Available at https://www.ukfiet.org/2020/using-the-teach-classroom-observations-tool-in-rwanda/ (Accessed 9 January 2021). Posted by Laterite | Oct 2, 2020

UNICEF :  Sarton, E. and Smith, M. (2018). The challenge of inclusion for children with disabilities – experiences and implementation in Eastern and Southern Africa Chapter 7 in Chakera, E. Tao, S. (Eds) (The UNICEF Think Piece Series: Innovative Thinking for complex Educational Challenges in the SDG4 Era. UNICEF Eastern and Southern Africa Regional Office, Nairobi. P2 https://www.unicef.org/esa/sites/unicef.org.esa/files/2019-04/EducationThinkPieces_7_DisabilityInclusion.pdf (Accessed 12/02/20121)

World Bank Group (2018) ‘Measuring teaching practices at scale: results from the development and validation of the TEACH classroom observation tool’, by Molina, E., Farwa, S. F., Ho, A., Hurtado, C.M., Wilichowksi, T. and Pushparatnam, A. Policy research Working Paper, Teach classroom observation tool  [Online]. Available at http://documents1.worldbank.org/curated/en/464361543244734516/pdf/WPS8653.pdf (Accessed 9 January 2021).

World of Inclusion (2017) ‘Developing inclusive education in South Africa: Teaching’ YouTube video, added by World of Inclusion [Online]. Available at https://www.youtube.com/watch?v=wsP7fpeTUHk (Accessed 9 January 2021).