uddannelser i udvikling – 13-08-2015 side 1 inclusive teaching and learning jørgen skaastrup...

UDDANNELSER I UDVIKLING – www.ucl.dk

21-04-23 side 1

Inclusive Inclusive Teaching Teaching

and and LearningLearningJørgen Skaastrup Ass.Prof. in Pedagogy, Didactic & History UCL Jørgen Skaastrup Ass.Prof. in Pedagogy, Didactic & History UCL

DkDk


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The Story of The Singing Stone

Inclusion starts where Inclusion starts where people arepeople are


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From praeassumptional understanding to knowledge

Inclusion is also about learning, e.g. teaching for learning – learning for a purpose

I know only, I know nothingI know only, I know nothing

Overcoming the reproductive Overcoming the reproductive knowledgeknowledge

I want to learn [pupil]I want to learn [pupil]OK – I am willing to teach you [teacher]OK – I am willing to teach you [teacher]

From Socrates to Wolfgang Klafki – 3 including abilities: Selfdetermination, From Socrates to Wolfgang Klafki – 3 including abilities: Selfdetermination, ability of responsible interference and participation & ability of solidarity ability of responsible interference and participation & ability of solidarity


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Universe of inclusive Teaching and

LearningThe Universe of Preconceptions

1. Praejustment2. Ignorance3. Misinterpretation4. Incompleteness5. Dimensional Poverty6. Inconsistence7. Aporeticafication8. Consensus

Pupils´ and students´ ways of Pupils´ and students´ ways of thinkingthinkingCategorizing the Preassumptions Categorizing the Preassumptions intointo

Preassumption is a Learning CategoryPreassumption is a Learning CategoryIf we want to teach for learning and not reproduction, we must know the If we want to teach for learning and not reproduction, we must know the

preasssumptional conditionspreasssumptional conditionsIF YOU WANT TO PUT SOMETHING INTO THE HEAD OF A STUDENT, YOU MUST KNOW, IF YOU WANT TO PUT SOMETHING INTO THE HEAD OF A STUDENT, YOU MUST KNOW,

WHAT IS IN THERE ALREADYWHAT IS IN THERE ALREADY


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1st praeassumption: Praejustment 1st praeassumption: Praejustment

!!!Wearing a burka is a Wearing a burka is a surpression of the surpression of the female genderfemale gender

If they want to live in If they want to live in our country, they our country, they must be just like usmust be just like us

What do we teach pupils and students What do we teach pupils and students having such ideas?having such ideas?


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2nd praeassumption: IgnorancePRESUMING RIGHT WITHOUT AWARENESS OF REASONSPRESUMING RIGHT WITHOUT AWARENESS OF REASONS

GravityGravity Teacher to the pupil: WHY….Teacher to the pupil: WHY….Pupil to the teacher: JUST WHY…..Pupil to the teacher: JUST WHY…..Teacher to the pupil: ….. Any Teacher to the pupil: ….. Any CHANGE?CHANGE?Pupil to the teacher: NO…..I´M NOT Pupil to the teacher: NO…..I´M NOT STUPIDSTUPIDWhat and how do we What and how do we teach the pupil, if he teach the pupil, if he

must learn?must learn?


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3rd Praeassumption:Misinterpretation3rd Praeassumption:Misinterpretation

The teacher has been teaching the class democracy

He wants to check to effects of the teaching, by giving the class the task to format working groups accordingly to democratic rules

Group 4:Group 4:We voted about it We voted about it – we don´t want – we don´t want Peter to be a Peter to be a member of our member of our group.group.

What and how do we What and how do we teach the pupils in teach the pupils in group 4??group 4??

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4th praeassumption: 4th praeassumption: IncompletenessIncompleteness

A boy - two boysA cow – two cows

A child – two childsA sheep – two sheeps

A contemporary A contemporary understanding - not yet understanding - not yet complete understandingcomplete understanding

What and how do we teach What and how do we teach the pupil??the pupil??


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5th praeassumption: Dimensional poverty5th praeassumption: Dimensional poverty

The reason that Iraq was The reason that Iraq was invaded ,was Sadam Hussein´s invaded ,was Sadam Hussein´s

threat to use biological and threat to use biological and atomic weapons against the atomic weapons against the

free worldfree world

What and how do we teach the pupil stating What and how do we teach the pupil stating that??that??

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6th praeassumption: Inconsistence 6th praeassumption: Inconsistence The unlogical understandingThe unlogical understandingThe archaic understandingThe archaic understanding

When you put a plant in When you put a plant in the window, it will bend the window, it will bend towards the suntowards the sun

What and how do we teach the What and how do we teach the pupils having archaic knowledge??pupils having archaic knowledge?? xx


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7th praeassumption: The aporetification7th praeassumption: The aporetificationPotential knowledge and understandingPotential knowledge and understanding

2 x 3 = 6 logic 6 is bigger than 2 and 3 multiplication increases

½ x 1/3 = 1/6 logic 1/6 is bigger than ½ and 1/3

6 : 3 = 2 logic 2 is less than 6 and 3 division decreases

1/2 : 1/6 = 3 3 is less than ½ and 1/6

What and how do we teach the pupils What and how do we teach the pupils having this logic??having this logic??


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8th praeassumption: Consensus8th praeassumption: Consensus

Teaching leads to learningTeaching leads to learning

Homework prepares the Homework prepares the pupils for teachingpupils for teaching

Exams prove what the pupil Exams prove what the pupil has learnthas learnt

General accepted assumptionsGeneral accepted assumptions

How do we deal How do we deal with teachers with teachers that believe in that believe in

that??that??

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The ladder to inclusive learningThe ladder to inclusive learning

Dealing the right Dealing the right way with the way with the

praeassumptions praeassumptions lead to inclusive lead to inclusive

teaching.teaching.

Automatical Automatical reactions to the reactions to the

praeconsumptions praeconsumptions lead to exclusion.lead to exclusion.


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Inclusive teaching in classes with different mothertonguesInclusive teaching in classes with different mothertongues

Governmental logic:Governmental logic:1.1.Pupils with a not Danish mothertongue have a special need Pupils with a not Danish mothertongue have a special need for teaching in the democratic society and democracyfor teaching in the democratic society and democracy2.2.Pupils with a not Danish mothertongue have a speciel need Pupils with a not Danish mothertongue have a speciel need for teaching in Christianity to understand the religious for teaching in Christianity to understand the religious perspective in the democratic societyperspective in the democratic society3.3.Pupils with a not Danish mothertongue have a speciel need Pupils with a not Danish mothertongue have a speciel need for teaching in Danish hisorical artefacts to be included and for teaching in Danish hisorical artefacts to be included and integrated in the Danish democrativ societyintegrated in the Danish democrativ society

Experimental logic:Experimental logic:1.1.Language is not merely language – language and mothertongues Language is not merely language – language and mothertongues are signs and evidence of cultural and historical orientationare signs and evidence of cultural and historical orientation2.2.Curriculum might prove to be excluding – even the curriculum of the Curriculum might prove to be excluding – even the curriculum of the nation might be excluding the pupils with a Danish mothertongue!nation might be excluding the pupils with a Danish mothertongue!


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Inclusive Teaching and Learning – does history Inclusive Teaching and Learning – does history lead to inclusion – and does it lead to a possible lead to inclusion – and does it lead to a possible common future?common future?AN EXAMPLE from praxis – topic: Inclusive AN EXAMPLE from praxis – topic: Inclusive curriculumcurriculumThe Character of the historical

consciousness of the pupils?EXP – LearningEXP – LearningConducting a curriculum by cooperating with the pupils

What is in their heads? REVERSIONREVERSION

I want to know, what´s in their

heads!What

matters?


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What kind of classes and pupils?One 7th grade + two 8th grade One 7th grade + two 8th grade Condition of inclusion: 4:1 //double mothertongue: native language [Danish]Condition of inclusion: 4:1 //double mothertongue: native language [Danish]Double mothertoungues: A.o. Turkish, Arabics [Palaestinian], Bosnean, Double mothertoungues: A.o. Turkish, Arabics [Palaestinian], Bosnean, Chinese, Somali, Iranian, Iraqian….Chinese, Somali, Iranian, Iraqian….

QUESTION – 1.QUESTION – 1.What might they possibly What might they possibly have in common that might have in common that might contribute to creation of a contribute to creation of a common interesest in the common interesest in the future [Integration] future [Integration] [Democratic [Democratic BildungBildung]]

QUESTION – 2.QUESTION – 2.Does the existing curriculum Does the existing curriculum invite to this creation? OR:invite to this creation? OR:

IS IT INCLUSIVE?IS IT INCLUSIVE?Does it matter??Does it matter??

NOCONSEQUENCE: Disqualification of the CONSEQUENCE: Disqualification of the

curriculum [curriculum [scrapingscraping] ]

OK then, what about the battle of Medina???OK then, what about the battle of Medina???


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ConsequentlyConsequently”scraping” the curiculum”scraping” the curiculum

DisqualificationDisqualification

What´s left to teach ?Anno 1994 – the year Anno 1994 – the year history was re-bornhistory was re-born

Pictures of memory Pictures of memory The question of

historical remembrance

framework of consciousness

Write down what Write down what you remember you remember

from your lifetime from your lifetime – – from your private from your private

life and from life and from historyhistory

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The new curriculum

– what matters

9 11th 20019 11th 2001

Barrack Barrack Obama Obama American American president president 20092009

When they were 7 the world changed. When they were 7 the world changed. The grew up in the shadow of terrorism.The grew up in the shadow of terrorism.

My generation grew up in the My generation grew up in the shadow of theshadow of the bomb bomb – Berlin – Berlin Crisis,Cuban Crisis, Korean Crisis,Cuban Crisis, Korean War, Vietnam War.War, Vietnam War.


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What do you want to learn about?

a. If we must learn about old times let it be the ancient world

b. Teach us how the world changes – teach us modern and contemporary history

= we want to learn more about the Iraq-

War

GOOD STORIES AND ONGOING HISTORY

What do you teach the pupils in order to contribute to a common responsibility in the ongoing process of historical developement?

How do we teach them to make democratic citizens in spe out of the pupils?

How can the teaching contribute to inclusion fx of different mothertongues´ culture?

What would you teach here? Purpose?


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Inclusive school in general in DenmarkInclusive school in general in DenmarkWhat is the Consistence of the idea of Inclusive School? What is the Consistence of the idea of Inclusive School?

School is considered an institution in a democratic societySchool is presumed to take a democratic responsibility dealing with teaching and learningSchool is presumed to be democratic in itselfSchool has a BildungBildung-perspectiveThe Agenda is: How to connect teaching and learning [Reproduction or Creation]

What does it emply?What does it emply?Differentiated teaching

Common and clear goalsMessurements

Cooperation with the parentsTeamcooperation

Culture of Evaluation

What must be included?What must be included?Dyslexia, Dyscalculy

ADHD Social problems

Psycological problemsMulticultural challenges

Global learning

What are the aims and the goals behind the inclusive school?What are the aims and the goals behind the inclusive school?a. Skilled citizens b. democrats c. individual integrity d. creation e. solidaritya. Skilled citizens b. democrats c. individual integrity d. creation e. solidarity


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©Jørgen SkaastrupAss. Prof. 2009

University College LillebaeltTeachers´ Traning

THANK YOU FOR YOUR THANK YOU FOR YOUR ATTENTION!ATTENTION!

uddannelser i udvikling – 13-08-2015 side 1 inclusive teaching and learning jørgen skaastrup...

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