Creative teaching techniques to promote inclusive education

Learning-by-doing and art-based teaching tools to develop  social skills to adapt them while working with the disadvantages learners

Taking into account the current situation with migrants, refugees, asylum seekers and post-crisis families with low socio-economic background, teachers need to develop their personal and social skills in order to be able to promote inclusive education.

This training course is for teachers who want to learn about different alternative methodologies that can be used to adapt teaching to the needs of learners from vulnerable backgrounds and have an inclusive approach in class. Teachers will learn how to apply various active learning methods in order to promote inclusion, tolerance, diversity and critical thinking. They will learn low-budget exercises and experiments that can be used to increase motivation, engagement and sense of belonging of learners, irrespective of their cultural, ethnic, socio-economic background or educational level. These active learning methodologies are adequate for teaching learners in their second language, multicultural classrooms or marginalized learners, as they focus on learning-by-doing and interactive exercises in small groups.

Objectives:

Increase self-awareness about the realities of the different types of disadvantaged learners.

Learn how to identify and reflect on the needs of vulnerable learners.

Reflect on marginalization, isolation, learning in the second language and multiculturalism.

Understand how to apply active learning methodologies with disadvantaged learners.

Learn how to deliver low-budget exercises that increase motivation and engagement.

Exchange best practices on how to handle difficult situations with learners and families from vulnerable backgrounds.

Get inspired on how to encourage a stimulating and open learning environment and foster collective learning.

Training activities:

Day 1 – Inclusive education

  • Welcome to the course
  • Ice breaking: Getting to know each other
  • Concept mapping: What is inclusive education?
  • Preliminary questions Method: Understanding the realities of disadvantaged learners
  • Exercise: Active listening
  • Group dynamics: Building trust in the group
  • Case study: Refugees vs asylum seekers vs immigrants
  • Exchanging good practices on how to handle difficult situations with learners and families from vulnerable backgrounds.

Day 2 – Active learning methodologies

  • Warm up and team-building exercises
  • Concept mapping exercise: What is active learning?
  • Low-budget exercises: How to focus on learning by doing than speaking/writing
  • Role play: learning in the second language in multicultural classrooms
  • Group dynamics: Reinforcing trust and respect
  • Group work and reflection: Marginalization and isolation
  • Reflection exercises: How can I apply active learning in my class?

Day 3 – Experiential and Inquiry Based Learning

  • Energizers and group division exercises
  • Introduction to Kolb’s Experiential learning cycles
  • Think-Pair-Share: Experiential learning for stimulating and engaging environments
  • Exercises and group discussion: Teaching tolerance and diversity in multicultural classrooms
  • Experiments and demonstrations: Practicing Inquiry Based Learning
  • Group exercise: Teaching critical thinking through Inquiry Based Learning
  • Group reflection: How to apply experiential and IBL in my class?

Day 4 – Art-based teaching

  • Energizer and creative exercises
  • Challenge in pairs and reflection: Non-verbal and para-verbal communication
  • Exercise in pairs: The importance of eye-contact
  • Exercise: Expressing emotions through music
  • Using dance and bod movement exercises in multicultural classrooms
  • Using the collage technique to understand the realities of disadvantaged learners
  • Group reflection: How can I adapt art-based teaching approach in my teaching?

Day 5 – Networking and closing

  • Energizer and quiz with Kahoot
  • Group dynamics: Networking skills
  • Open discussion on possible future collaborations and planning follow up activities
  • Summary of key learning points
  • Final course evaluation and feedback
  • Validation of learning outcomes and handling certificates
  • Cultural activity or guided visit (optional)

Methodology:

Our focus is on showing the participants how the learners’ motivation increases when they become the actors of their own learning because the teacher takes the role of facilitator or learning guide.

Energizers, games and group reflections are foreseen daily in order to ensure a positive energy and a cooperative learning climate in the group.

We tailor our working methods based upon the participants‘ needs and professional profiles in order to ensure easier adaptability and application of the tools to the real life.

We will take care of you:

  • Support and Emergency Helpline Whatsupp group with all participants for easy communication and interaction between each other.
  • Delicious coffee break from a foundation employing disadvantaged people.
  • Useful pdf presentation with the most important information about food, transportation and places to visit in Tenerife.
  • Free afternoons to explore beauty of Tenerife.
  • Visit to Teide National Park – optional.
  • No requirements for accommodation, you can choose whatever you want (in the city where the course takes place).

After course:

  • Teaching materials in pdf to use in your classes afterwards.
  • Photos for dissemination.
  • The certificate of attendance and support with all documents needed.

Contact us

Menu