Wednesday, March 30, 2011

Activity 4

Describe an example of inclusive teaching -
This year in the drawing course that I facilitate, we changed the content of one of the projects to be more inclusive, flexible and more synchronized with prior knowledge. Previously the project was to spend seven 3 hour sessions developing observational drawing techniques, and then to submit 7 drawings to be assessed. we taught a range of different drawing applications, methods by drawing from still life set ups, the human form, animals both live and stuffed, trees, plants, landscapes. However the students didn't seem to be terribly excited about it all of this and were continually complaining that they didnt like it. So we changed the focus of the project. In the new version we teach a few techniques and methods (from version 1) to start the project - a trip to the animal attic to observe and draw the stuffed animals using a gestural drawing technique. we do this for 3 sessions, basically they are drawing to gather information and understand the form of the animals. they then use those observational drawings to caricature from and develop some cartoon characters. these characters are then developed into two cartoon strips that then become the submission to be assessed. the two cartoon strips make up 60% of the final grade and all of the observational and developmental drawings (kept in a log book) make up 40%. so we are teaching the same content, and a little bit of new content but the focus of the assessment and method of changed considerably, we have had some fantastic feedback from the students that they have really enjoyed the project and we have noticed that some of the new content that we have been teaching is better linked to the future projects, in many ways this has become more flexible and inclusive for us as facilitator/teachers.

What are some of the issues of access and equity in your classes?

Age Difference - the wide spectrum of age and experience can be an issue some times, especially older students looking at how fast the younger ones pick things up.
Self esteem barriers - Low self esteem can be an issue right across the spectrum of learners.

Academic barriers - low levels of digital, literacy and numeracy skills. Some students have never used a computer before (this is ocurs sometimes with mature students rather than school leavers)

Technical barriers - this drawing paper is one of 4 compulsury core papers, so I often have students with poor drawing skills and whom dont seem to think that they can become better. Some students maybe much better at working in a 3D way than in a 2D way, or find it particularly hard in a more theoretical way than in a practical way and vise versa

Physical barriers - hearing problems

Provide a definition for access and equity, diversity and inclusively in your context?

Access and Equity
If there is difficuluty with access of any sort we need to be flexible to provide options for these learners thus creating equity. Equity is about teaching and facilitating learning in a learner centered way, in a way that doesnt majoirly discrimaate against any learners.

Diversity and Inclusivity
In my context diversity means two things, the first being realted to the learner/s and the second realted to the coarse and teaching.
  • In relation to the learners - a wide variety of students from many different backgrounds, places, experiences, beliefs, cultures etc. Which creates a point of difference between peers, me the teacher and the design, content, methods of the coarse its self.

  • In relation to the coarse - there is diversity in methods of delivery, methods of interaction

Therefore in order to create inclusivity there needs to be a syncronicity between these two occurrences/understandings of 'Diversity'.

Explain what your learners need to access the learning environment that you wish to create?

1 comment:

Bronwyn hegarty said...

Hannah you certainly do have a diverse group of students. I really like the sound of the activity at the Animal Attic and cartoons. That sounds like such fun. This would cater to the students who prefer 3D work to line drawing. The trick is finding a balance I guess so students are challenged to try things they might shy away from, but in a scaffolded environment.

It sounds like you are doing this very well. How do the groups work together on the project? Do they self organise or do you try to mix and match so people can offset their skills and assist others, and also learn from each other? Bron