OF SCHOOL-BASED AND CLASSROOM-BASED ACTIVITIES …

1 01 UNICEF TEACHERMANUAL OFSchool- based and CLASSROOM-BASED ACTIVITIES to Support all LearnersTEACHERMANUALOF SCHOOL-BASED AND CLASSROOM-BASED ACTIVITIES TO SUPPORT ALL LEARNERSCIP - Каталогизаци а во публикаци аНационална и универзитетска библиотека "Св. Климент Охридски", Скоп е (035) (035)HOLLENWEGER, JudithSchool- based and CLASSROOM-BASED ACTIVITIES to support all learners [Електронски извор] : teacher manual / Judith Hollenweger, Edina Kromp k. - Skopje : UNICEF, 2018Начин на пристап (URL): - Текст во PDF формат, содржи 128 стр., илустр. - Наслов преземен од екранот. - Опис на изворот на ден - Библиографи а: стр. 127-128 ISBN 978-608-4787-26-61. Kromp k, Edina [автор]а) Инклузивно образование - Наставници - Прирачници б) Основни училишта - Ученици - Поддршка - Прирачници 1072878183 TEACHERMANUALOF SCHOOL-BASED AND CLASSROOM-BASED ACTIVITIES TO SUPPORT ALL LEARNERS March 2017 Judith HollenwegerEdina Kromp k4 INTRODUCTION AND OVERVIEW.

2 7 Purpose of this teacher manual ..8 Basic premise and framework ..9 Theoretical background of the teacher manual ..10 Overview ..13 General resources and information ..13 Acknowledgments ..14 FIRST SECTION: FROM PRINCIPLES TO SCHOOL-BASED ACTION .. CREATING INCLUSIVE SCHOOLS ..18 Overview ..18 Information for user ..18 School activity 1: Transforming school life through student participation ..18 School activity 2: Celebrating human rights day ..20 School activity 3: Bring the community and school together ..22 School activity 4: Open day of learning .. INCLUSIVE TEACHERS ..26 Overview ..26 Information for user ..26 School activity 1: Peer evaluation with partner school ..26 School activity 2: Introducing peer feedback for teachers ..28 School activity 3: Sharing classes to teach what you are good at.

3 29 School activity 4: Take a look at your collaborative teaching .. WORKING WITH OTHERS ..32 Overview ..32 Information for user ..32 School activity 1: Buddy system ..33 School activity 2: Collaboration with parents ..35 School activity 3: Collaboration with students: Student council ..36 School Activity 4: Creation of a school-wide campaign against violence .. RESPECTING STUDENT DIVERSITY FOCUS ON IDENTITY ..40 Overview ..40 Information for user ..40 School Activity 1: We and the world working with preconceptions ..40 School Activity 2: No blame challenging behaviour ..42 School activity 3: Write a poem about yourself ..44 School activity 4: Make the linguistic diversity visible! .. SUPPORTING ALL LEARNERS ..31 Overview ..49 Information for user ..49 School activity 1: Let me fly.

4 49 School activity 2: Taking the perspective of others ..51 School Activity 3: School orchestra or theatre group ..54 School Activity 4: Family storytelling night ..56 SECOND SECTION: BUILDING BLOCKS TOWARDS SUPPORTING ALL LEARNERS .. INCLUSIVE AND FLEXIBLE CURRICULUM ..58 Overview ..58 Information for user ..58 Activity 1: Differentiating instruction - The Planning Pyramid ..58 Activity 2: Multiple representations of information ..62 Activity 3: Multiple means of action and expression ..64 Activity 4: Build vocabulary collaboratively .. CREATE AND ADAPT GOALS TO BE MEANINGFUL TO ALL STUDENTS ..68 Overview ..68 Information for user ..68 Activity 1: Developing effective goals ..69 Activity 2: Students` anticipation of future achievements ..71 Activity 3: SMART goals check ..73 Activity 4: Build positive expectations of your most challenging students.

5 74 Contents:5 Activity 5: Workshop teaching ..77 Activity 6: Resource-oriented and focused correction of written work .. CREATING ADAPTED ENVIRONMENTS FOR LEARNING ..81 Overview ..81 Information for user ..81 Activity 1: classroom climate ..82 Activity 2: Inside-outside circle ..85 Activity 3: Modifying classroom arrangements ..86 Activity 4: Flexible grouping exercise Group puzzle .. USING TOOLS AND STRATEGIES TO SUPPORT ALL LEARNERS ..90 Overview ..90 Information for user ..90 Activity 1: Tools for classroom management ..91 Activity 2: Working with students preconceptions ..94 Activity 3: Learning contracts ..96 Activity 4: Learning portfolios ..98 THIRD SECTION: PUTTING IT INTO PRACTICE .. PLANNING: ENVISAGING ASSIGNMENTS AND SETTINGS ..102 Overview ..102 Information for user.

6 102 Activity 1: Introducing a competency passport or education passport ..103 Activity 2: Planning for multi-level and multi-dimensional instruction ..105 Activity 3: Tree of expectations ..107 Activity 4: Students and parents participate in educational planning .. DOING: SYNCHRONIZING TEACHING AND LEARNING ..111 Overview ..111 Information for user ..111 Activity 1: Finding out about students` learning preference and executive skills ..112 Activity 2: Tea party - cooperative exercise to build anticipation of text ..114 Activity 3: Students become teachers for a day reciprocal teaching ..115 Activity 4: School-home liaison booklet .. EVALUATING: COMBINING REVIEW AND REFLECTION ..118 Overview ..118 Information for user ..118 Activity 1: Providing meaningful feedback to students ..119 Activity 2: Self-monitoring strategies for students.

7 121 Activity 3: Peer-evaluation strategies for students ..122 Activity 4: Three jars activity ..124 APPENDICES ..126 Figures ..126 References ..127 Contents:6 UNICEF TEACHERMANUAL OFSchool- based and CLASSROOM-BASED ACTIVITIES to Support all LearnersIntroduction 7 UNICEF TEACHERMANUAL OFSchool- based and CLASSROOM-BASED ACTIVITIES to Support all LearnersIntroduction and overview8 UNICEF TEACHERMANUAL OFSchool- based and CLASSROOM-BASED ACTIVITIES to Support all LearnersPURPOSE OF THIS TEACHER MANUALThe teacher manual seeks to inspire teachers to become inclusive practitioners. It is a practical guide to help promote inclusive education at the school, classroom and individual levels. The manual provides school leaders and teachers with a collection of ACTIVITIES that can be directly implemented.

8 The hope is that the examples and resources provided in this manual will spark the ideas of teachers and school leaders to develop further ACTIVITIES and share them with colleagues and with other schools. The manual does not tell teachers to apply specific methods, but gives examples and shows how and why teachers can apply these examples in their teacher manual is not a final product, rather rather it is the beginning of a well-organised a well-organised collection of good practice examples. Hopefully it will grow through the years and include good practice examples and great ideas from schools across the region. The manual can be used by any school, although it was initially published to be used by schools who are part of the growing UNICEF network of inclusive schools. These schools absorbed the Train-the-Trainer Modules on Inclusive Education developed by UNICEF.

9 They started to implement the principles and ideas developed during the workshops and subsequently in SCHOOL-BASED development processes. The basic premise of the Modules and this teacher manual is that inclusive schools need to develop good inclusive practices in the four areas: continuing professional development of school leaders, teachers and other professionals working in school (focus on teachers and other professionals), development of collaborative practices at classroom , school and community level (focus on collaboration), respecting and valuing student diversity in all school practices (focus on learners) and on supporting all learners by making the curriculum flexible and by introducing differentiated in-structional practices to implement the curriculum (focus on the curriculum).

10 These four inclusive practices are taken from the Profile for Inclusive Teachers of the European Agency for Development in Special Needs Education (2012). They were developed into four key practices mentioned above. The rationale for focusing on practice is simple: You may be a perfect inclusive education teacher, but only when you engage in inclusive practices, will you make a difference to your students. What is helpful to teachers is not telling them what to do, but how they could do what they know is important and why. The manual seeks to support teacher agency and the capacity of teachers to act purposefully and professionally in their school and classroom . This teacher manual focuses on the key area for classroom practices by providing examples of supporting all learners in an inclusive classroom .