Transcript of Inclusive Curriculum Development: considering the needs of all students Phil Gravestock...
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- Inclusive Curriculum Development: considering the needs of all
students Phil Gravestock P.Gravestock@wlv.ac.uk The University of
Opportunity
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- Barriers to Learning 1.I just find reading and writing
assignments very hard, it seems to take me longer than anyone else
2.Sometimes lecturers dont explain fully some of the jargon that
they use 3.I am slow at writing and written exams are not to my
benefit 4.It makes it quite difficult when notes for lectures are
not on the server prior to a lecture 5.Three hour lectures without
a break 6.I can sometimes have too much information to take in The
University of Opportunity
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- Experiences of disabled and non-disabled students I have had
difficulties with oral presentations Disabled students28%
Non-disabled students33% The University of Opportunity
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- Experiences of disabled and non-disabled students I have had
difficulties with participation in group work Disabled students19%
Non-disabled students29% The University of Opportunity
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- Usemyability Screenshot from the Home page of the Usemyability
project website (http://www.usemyability.org.uk/), funded by the
Higher Education Academy. The screenshot shows links for employers,
university staff and students, who may be accessing the
site.http://www.usemyability.org.uk/
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- UK Equality Act 2010 Protected Characteristics Age Disability
Gender reassignment Marriage and civil partnership Pregnancy and
maternity Race Religion or belief (including lack of belief) Sex
Sexual orientation The University of Opportunity
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- What do we mean by an inclusive curriculum? Return to the
photograph of a tiered lecture theatre with students. Photograph by
Andrew Scott (http://www.flickr.com/photos/andrewscott/233021397/)
What do we mean by an inclusive curriculum?
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- Photograph: Lecture theatre Photograph of a tiered lecture
theatre with students. The photograph is taken from the point of
view of the lecturer, looking from one side of the stage area
towards the students. Photograph by Andrew Scott
(http://www.flickr.com/photos/andrewscott/233021397/http://www.flickr.com/photos/andrewscott/233021397/
What percentage of students at Anglia Ruskin in 2013-14 were:
Part-time (UG)? 23 Mature (UG/PG)? 65 BAME (UG/PG)? 24
International (UG)? 11 Disabled (UG/PG)? 10 (Data based on 2013-14
HESA statistics) Photograph by Andrew Scott
(http://www.flickr.com/photos/andrewscott/233021397/) (Data based
on 2013-14 HESA statistics) What percentage of students at Anglia
Ruskin University in 2013-14 were: Part-time (UG)? Mature (UG/PG)?
BAME (UG/PG)? International (UG)? Disabled (UG/PG)? 24231165
10
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- What cant we see? Return to the photograph of a tiered lecture
theatre with students. Photograph by Andrew Scott
(http://www.flickr.com/photos/andrewscott/233021397/) What cant we
see?
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- Educational (Thomas & May, 2010) Skills Understanding Prior
knowledge Academic Ability Learning approaches Educational
experiences Life and work experiences Level and type of
qualifications
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- Dispositional (Thomas & May, 2010) Identity Self-esteem
Confidence Aspirations Expectations Preferences Attitudes
Assumptions Beliefs Motivation Perspectives Self-awareness Gender
Emotional intelligence Maturity Learning Style Sexuality
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- Circumstantial (Thomas & May, 2010) Age Disability Paid /
voluntary employment Caring responsibilities Geographical location
Access to IT Access to transport Flexibility Entitlements Financial
background Marital status
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- Cultural (Thomas & May, 2010) Language Values Cultural
capital Religion and belief Country of origin / residence Ethnicity
/ Race Social background
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- What about us? Multiple identities Lecturer Researcher
Administrator What are our own: Conceptions of students? Approaches
to learning and teaching? Knowledge and experiences? (After
Hockings, http://www.wlv.ac.uk/Default.aspx?page=24685)
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- What do we mean by an inclusive curriculum? The design and
delivery of teaching, learning and assessment methods that allow
all students to engage meaningfully with the curriculum and achieve
their full potential
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- Importance of inclusive learning and teaching Diagram showing a
triangle split into three sections. The three sections are divided
by horizontal lines, forming three sections of equal height. The
top section at the apex of the triangle relates to the DSA
(Disabled Students Allowances) and is the smallest of the sections
in terms of area; the middle section is labelled Institutional
Reasonable Adjustments; and the bottom largest area section is
labelled Inclusive Teaching and Learning. The University of
Opportunity DSA Institutional Reasonable Adjustments Inclusive
Teaching and Learning
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- Universal Educational Design Photograph of a dropped
kerb-stone. Photograph by Christian A. Calmeyer
(http://www.flickr.com/photos/chrisac/30432 74497/) Universal
Educational Design Photograph by Christian A. Calmeyer
(http://www.flickr.com/photos/chrisac/3043274497/)
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- Universal Educational Design Aim to design multiple approaches
to support students: Understanding (of the curriculum) Engagement
(with the curriculum) Demonstration (of knowledge, skills, etc.)
Universal Educational Design Aim to design multiple approaches to
support students: U nderstanding (of the curriculum) E ngagement
(with the curriculum) D emonstration (of knowledge, skills,
etc.)
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- Supporting students understanding of the curriculum Photograph
of tiered lecture theatre, looking towards the front of the theatre
from the point of view of a student. The lecturer is using a long
pointer to point towards something on a display screen. Underneath
the display screen is a blackboard with various chalk diagrams.
Photograph by uniinnsbruck
(http://www.flickr.com/photos/uniinnsbruck/372 2413559/) Supporting
students Understanding (of the curriculum) Photograph by
uniinnsbruck
(http://www.flickr.com/photos/uniinnsbruck/3722413559/)
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- Prompt questions: Do students understand the terminology being
used for: Higher education (e.g. level, course, module, semester)?
Teaching and learning (e.g. seminar, lecture, blended, independent
learning, collaborative learning, group work)? Assessments (e.g.
essay, report, examination, poster, in-class test)? Regulations
(e.g. plagiarism, complaint, appeal, CATS, ECTS)? How are your
students inducted into higher education and into different levels?
Is your documentation accessible? The University of
Opportunity
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- Co-genT Screenshot of the Co-generative Toolkit (Co- genT)
website (http://www.pebblepad.co.uk/cogent). The view shows the
vocabulary view in Co-genT, with a word cloud on the left-hand
side. On the right hand side are level descriptors for the word
Analyse. Views are seen for descriptors at levels 3-6.
http://www.pebblepad.co.uk/cogent/
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- Describability Screenshot of the Describability website home
page (http://www.describability.co.uk/). The view shows the
information about Describability and links to view the vocabulary
and to write a learning outcome.
http://www.describability.co.uk/
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- Quote Exploration of high-level processes cannot, by
definition, be spoon feeding; only content information can be
delivered by the spoonful. T. Haggis (2006) Exploration of
high-level processes cannot, by definition, be spoon feeding; only
content information can be delivered by the spoonful. T. Haggis
(2006)
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- Supporting students engagement (with the curriculum) Photograph
taken outside of a group of five students (all female, mixed age)
looking at a laptop screen on a silver table. Four of the students
are sitting, one is standing. In the background is a male student
also sitting at a table with a laptop. Supporting students
Engagement (with the curriculum)
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- Prompt questions: Have you determined the core requirements of
the course? (Or identified troublesome knowledge / threshold
concepts?) Is your curriculum informed by different social and
cultural perspectives? Are there opportunities for students to be
engaged in the design of the curriculum? Is technology used
appropriately? How often is the curriculum reviewed for
inclusivity? Is peer interaction encouraged and facilitated? The
University of Opportunity
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- Digital story: Winchcombe and Tewkesbury voices of the flood.
This digital story was created by students during their induction,
and investigating the 2007 floods in Gloucestershire.
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- Photograph of an examination hall, with individual desks and
chair. No students are sitting at the desks. There is a single
white rectangular card in the top right-hand corner of each desk,
which possibly represents an identification card for the students.
Photograph by Richard Lee
(http://www.flickr.com/photos/70109407@N00/ 2097402250/) Supporting
students demonstration (of knowledge, skills, etc.) Photograph by
Richard Lee (http://www.flickr.com/photos/70109407@N00/2097402250/)
Supporting students Demonstration (of knowledge, skills, etc.)
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- Prompt questions: Does the assessment task allow all students
to demonstrate achievement of the learning outcomes? Is the
language of the assessment task inclusive? Do students understand
what they are being asked to do? Is your feedback accessible? Are
your assessments designed to reduce / eliminate additional or
alternative tasks Are the assessment criteria written at the same
level as the learning outcomes? The University of Opportunity
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- Contingent Special arrangements (e.g. extra time, amanuensis,
separate room). Essentially assimilation into an existing system
Alternative Generally offered as an option for a few students (e.g.
viva voce instead of a written assignment) Inclusive Flexible range
of assessment methods made available to all, which are capable of
assessing the same learning outcomes in different ways (Waterfield
& West, 2007) Assessment approaches Assessment Approaches
Contingent Special arrangements (e.g. extra time, amanuensis,
separate room). Essentially assimilation into an existing system
Alternative Generally offered as an option for a few students (e.g.
viva voce instead of a written assignment) Inclusive Flexible range
of assessment methods made available to all, which are capable of
assessing the same learning outcomes in different ways (Waterfield
& West, 2007)
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- Conclusions Reflect upon the question: what features, or the
processes of interaction, are preventing some students from
accessing the curriculum effectively? Aim to design multiple
approaches to support students: Understanding Engagement
Demonstration Small changes can make a big difference The
University of Opportunity
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- Thank you Phil Gravestock P.Gravestock@wlv.ac.uk The University
of Opportunity