#6. Better Practices in Teaching and Learning

This is the final blog post of the 6 part blog series. This post explores best practices to create an inclusive classroom environment through inquiry and various student groupings. It covers the challenges of using inquiry, the impact of different student groups on inclusiveness, and the importance of digital, innovative, and outdoor learning environments in addressing diverse student needs.

In the article: Focus on abilities and benefit all children, Progressive Inclusion Schools are described and aim to provide personalized education for all students, including those with special needs, by creating collaborative classrooms where half of the students are special needs and half are typical. The school focuses on differentiated instruction, small class sizes, working in groups, and various instructors to meet all students’ needs. Electives are also offered, during which typical students can choose from different activities, while special needs students receive their required therapies.

Experiential learning and following passions are also emphasized to enhance students’ learning experiences. The school’s mission includes promoting understanding and acceptance of the strengths and weaknesses of all abilities, similar to cultural diversity.

The overall policy of the school is one of respect for differences.

Next, in the article, making group work effective for all students, the authors discuss the importance of group work in promoting inclusion in the classroom. Group work has the potential to be both positive and negative for students, with some benefiting from a sense of belonging, friendship, and feeling safe to try. In contrast, others may experience anxiety, feelings of failure, and difficulties with using their social skills. The authors argue that the key to making group work inclusive is to balance the academic and social demands and to think carefully about group composition, considering students’ strengths and difficulties.

In the article, mixed-ability groups, the authors discuss the challenges of teaching mixed-ability classes and the negative consequences of labelling students based on their abilities. They emphasize the importance of embracing diversity and encouraging students to set individual goals for their learning – rather than comparing their progress to others. Mixed-ability tasks should include a variety of skills and abilities to make the learning experience rewarding for all students. Further, cooperative learning methods can be helpful but may take time to establish, especially with so-called “stronger” learners who may initially resist.

Finally, in this article: 5 Peer support strategies that work, peer support strategies can be effective for students with and without disabilities in the classroom. The 5 approaches mentioned are Peer Modeling, Peer Buddy Systems, Friendship Groups, Cooperative Learning, and Peer Tutoring. Peer Modeling involves peers demonstrating targeted social skills, while Peer Buddy Systems involve peers providing support during unstructured activities. Friendship Groups bring students with disabilities and their peers together for socialization. Cooperative Learning involves students working in small, mixed-ability groups, and Peer Tutoring involves one-to-one instruction from a classmate. These strategies can increase socialization, strengthen academic engagement, improve grades, and promote understanding of disabilities and diversity.

Conclusion:

Creating a safe and inclusive classroom environment is essential for student success and well-being. By recognizing and celebrating diversity, using fair assessment practices, promoting positive relationships, fostering a growth mindset, and incorporating best practices for teaching and learning, teachers can create an environment where all students can thrive.