Inclusion Learning designer lesson plans
We All Stand Together 2017/2019
Table of Contents Introduction ...................................................................................................................................................................2 1.
Learning Design for: Tolerance and Open-Mindedness ......................................................................3
2.
Learning Design for: Solidarity and Sharing ..........................................................................................6
3.
Learning Design for: Respectability ........................................................................................................ 10
4.
Learning Design for: Empathy and Trust ............................................................................................. 13
5.
Learning Design for: Cooperation, Open-mindedness ...................................................................... 17
6.
Learning Design for: Acceptance and self-confidence....................................................................... 21
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Introduction A collection of lesson plans created by teachers from Greece, Italy, Norway, Poland, Portugal and Turkey involved in the ERASMUS+ project “We All Stand Together�. The lesson plans are designed to foster an inclusive environment for every student, and to raise our student`s empathy skills to accept differences between people.
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1. Learning Design for: Tolerance and Open-Mindedness Online lesson plan Context Topic: Inclusion Total learning time: 235 minutes Number of students: 20 Description: The lesson plan is based on 2 terms of respect of the common questionnaire in the project Erasmus+ "We All Stand Together" and it can be used during English lesson
Aims The aim of the lesson is to promote open-mindedness and social justice, challenge bias and engage students in discussion about tolerance.
Outcomes Knowledge (Knowledge): Students get knowledge about topics of inclusion: tolerance and open-mindedness. Students learn how to collaborate in groups - teamwork Students use a foreign language - English to communicate Products: posters, mind maps, dialogues connected with tolerance, the script with all dialogues connected with mini scripts Evaluation (evaluation): finding out what students learned about topics of inclusion: posters
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Teaching-Learning activities Definitions: tolerance and open-mindedness Discuss 20 minutes 20 students Tutor is available Students are discussing what tolerance and open-mindedness mean to them. Produce
20 minutes
20 students
Tutor is available
They are preparing 2 mind maps with tolerance and open-mindedness terms and write all the words that come to their mind if they think about these topics. They present them to the audience. Read Watch Listen
10 minutes
students
Tutor is available
The teacher reads definitions of these 2 terms to the students.
Challenge bias - film Read Watch Listen 30 minutes
20 students
Tutor is available
Students are watching the film about the campaign for tolerance. After that, students and teacher are discussing the issues presented in the film.
Group work: Are you tolerant? Read Watch Listen 15 minutes
20 students
Tutor is available
Students are divided into 4 groups - 5 students in a group. Next they draw the number of task they are going to work on. The task is to write a dialogue and act the scene connected to the tolerance issue. Group 1: Your classmate has problems with her leg and is limping. One of the students is laughing at her and imitating her way of walking. Group 2: Meeting the blind person who needs somebody's help in the street. Group 3: In your class there is a new student, the foreigner who wants to integrate with classmates but they are against him. Group 4: One of your friends is friendly and cheerful but comes from a very poor family. Some of the students avoid her and laugh at her non-designer clothes.
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Produce
40 minutes
students
Tutor is available
Students are working in groups on the tasks they are given. They are producing the dialogue and the scene connected with their dialogue. Each student should be engaged in the group work. The teacher is helping with the vocabulary if there is a need. At the end of/after the lesson all dialogues will be connected in one file.
Let's act out! Practice 40 minutes
students
Tutor is available
Students are presenting their group work to the audience. After each presence the teacher asks the rest of the students what did they understand from the scene. At the end students vote for the best performance. Each student can vote only for one performance, except for their group.
Summary Investigate
30 minutes
20 students
Tutor is available
Teacher summarizes the whole lesson and reminds definitions of tolerance and openmindedness. Students are finishing a sentence which is spoken by the teacher: I tolerate ........................ but I don't want to tolerate................... Produce
30 minutes
20 students
Tutor is available
Students are divided into 4 groups and they create posters about topics they have learnedtolerance and open-mindedness.
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2. Learning Design for: Solidarity and Sharing Online Lesson Plan Context Topic: Inclusion Total learning time: 300 minutes Number of students: 20 Description: This lesson plan was designed for the Erasmus+ Project "We All Stand Together, by the Greek team. It can be applied in a regular class of secondary school, as well as in adult education. It is a lesson plan that promotes inclusion between students through productive way.
Aims To raise awareness and promote the social inclusion between students. To increase understanding and collaboration between all students regardless of their social or academic background. To channel the natural flair for solidarity into productive way. To promote volunteering as a value.
Outcomes Knowledge (Knowledge): Learning about the values of solidarity, sharing, volunteer and turn them into action. Synthesis (Synthesis): A short document about the existing international organizations for solidarity. Application (Application): An interactive timeline about international organizations and their history. Synthesis (Synthesis): Posters, posts in internet and leaflets for promoting a volunteer activity.
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Teaching-Learning activities 1st: Introduction about Inclusion Read Watch Listen
10 minutes
20 students
Tutor is available
The students are welcomed in the class and they watch an awarded Animated Short Film about a young boy with disability who manages to stand up in the real world. https://www.youtube.com/watch?v=KsjVUJMWzks
Discuss
10 minutes
20 students
Tutor is available
The students are motivated by the film to discuss about social inclusion and how it is vital for our society because it makes us richer, more diverse and more just.
Read Watch Listen
5 minutes
20 students
Tutor is available
A quiz composed of 15 questions and is prepared by the teacher using the app Plickers is being hand out to the students. The quiz aims to help students to understand what inclusion is and which are the disadvantaged group of people.
Practice
35 minutes
students
Tutor is available
Each student receives a unique card that shows a rectangle. Each side of the rectangle represents an answer about each question. Teacher points towards students with his mobile phone "reading" each answer
2nd: Solidarity in action Investigate
10 minutes
20 students
Tutor is available
The students form teams and they are prompt to find resources about international organizations for solidarity that promote education and learning or prevent violence, dehumanization, and bullying or even provide medical assistance to people.
Produce
15 minutes
20 students
Tutor is available
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Each team must create a word document about their favorite organization. They have to record the information they found in internet focusing on the dates of foundation and dates of important stages of their action.
Read Watch Listen
10 minutes
20 students
Tutor is available
Student attend a short introduction on how to use each timeline creation tool (Sutori, MyHistro)
Read Watch Listen
25 minutes
students
Tutor is available
Each team must create an interactive timeline using the document previously created. The timeline must include photos, links or youtube videos of each period of time.
3rd: Role Play Collaborate
15 minutes
20 students
Tutor is available
Students are about to establish their own "Organization for solidarity". They have a round table talk to find the way to help poor families of their city. They search for a a local social solidarity group to collaborate with. They also have to share the responsibilities between them.
Produce
45 minutes
20 students
Tutor is available
The formed groups start to work. A group of students are have to find the promotional message and to create posters and leaflets to promote the activity in their school. Another group of students make a few cardboard box to place them in every classroom in order o collect the essentials for the families in need. A couple of students are responsible to take pictures of the activity and post them in social media. The coordinator of the team supervise the whole work.
4th: Working by Collecting Produce
45 minutes
20 students
Tutor is available
The students place the boxes and the posters in the classrooms, and they inform their classmates about the activity.
Produce
15 minutes
20 students
Tutor is available 8
They promote their activity online by posting it in the school site and in social media. They target to collect as much food, clothes and toys as they can.
5th: Sharing and Dissemination Practice
30 minutes
20 students
Tutor is available
Students collect the material and distribute them in categories. They have also to write down everything
Produce
30 minutes
20 students
Tutor is available
They deliver the essentials to a local social solidarity group. They take pictures and work on a newsletter about their dissemination activity
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3. Learning Design for: Respectability Online Lesson Plan Context Topic: Inclusion Total learning time: 240 Number of students: 20 Description: The UDA is meant to foster the students the sense of responsibility and of active citizenship. It will include reading passages, listening tests, internet research, practical activities. vision of film, Visual output. Evaluation
Aims To foster citizenship To practice the English Language To use the tic To tackle early school leaving to promote inclusion diversity equality
Outcomes Knowledge (Knowledge): Comprehension (Comprehension): Application (Application): Evaluation (Evaluation): Affective learning outcomes (Affective learning outcomes):
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Teaching-Learning activities Warm up activities and Motivational Reading Read Watch Listen
20 minutes
students
Tutor is available
Brainstorming activities: The students collect Key-words on respectability and pictures and images on the theme. The teachers suggest the reading comprehension of a text on the inclusion of immigrants. Specifically The teacher proposes the reading of a test taken from the GUARDIAN written by Kingsley "The Journey" The teachers and the students are engaged on a debate.
Collaborate
10 minutes
students
Tutor is not available
The students are divided into groups and share the information acquired
Practice
20 minutes
students
Tutor is available
The students are asked to produce a list of key word to start a glossary.
Homework: T/F activities on the text
Second part Investigate
20 minutes
students
Tutor is available
The students read the European Legislation on Immigration and compare the national legislation and the European legislation. They search and read statistics and percentage of immigrants in Italy and the distribution of immigrants in the various European country
Discuss
20 minutes
students
Tutor is available
The students discuss about the problems related to the inclusion of immigrants in social life
Collaborate
20 minutes
students
Tutor is available
The students work in groups making comparisons and underlining the differences between the European countries
Homework: PPT about national Legislation 11
Practical activities: Interview Collaborate
20 minutes
students
Tutor is available
The students working in group prepare a questionnaire to be submitted to the other students in the school to foster their awareness of being active citizens
Read Watch Listen
20 minutes
students
Tutor is available
The students write the questionnaire in their language and in the English language
Film watching Read Watch Listen
30 minutes
students
Tutor is available
The students watch a film on immigration separately at home: "Fuoco a mare" describing the hardship of the conditions of the journey of the immigrants towards Sicily and their life in hotspot of Lampedusa to enhance a reflection and a discussion in the classroom.
Evaluation Produce
30 minutes
students
Tutor is available
The students produce a written test on the film and write their personal views about immigration
Produce
30 minutes
students
Tutor is available
The students create a short shot on inclusion to be disseminated in the school to foster a responsible knowledge and social awareness
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4. Learning Design for: Empathy and Trust Online Lesson Plan
Context Topic: Inclusion Total learning time: 360 Number of students: 25 Description: This design has been created under the Erasmus+ Project "We All Stand Together, by the Portuguese team lead my Helena da Mota Lopes and LuĂs Miguel Gonçalves, from the cluster of Schools of Miranda do Corvo (Coimbra's District). It can be applied both on school education, but also on adult education, or even in a teachers' training. However, the entire design is focused on a regular school class.
Aims - to understand the meaning of the word "empathy"; - To know the work that has been done by some institutions with disadvantaged people. - To implement inclusion strategies at school - to raise awareness of the inclusion problems in the community.
Outcomes Identify (Knowledge): Flipchart with the identification of situations related to empathy and trust. Produce (Application): Quizzes about the movie (Kahoot and Quizziz) Organise (Synthesis): Online presentation with the information collected from the investigation, using the ICT tool sway. Perform (Psychomotor skills): Play/video/games about inclusion
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Teaching-Learning activities First steps on Inclusion! Let's think about empathy. Read Watch Listen
10 minutes
25 students
Tutor is available
To introduce the topic and to motivate the students will watch some scenes from the movie "Untouchables". The complete movie should be watched at home.
Collaborate
40 minutes
25 students
Tutor is available
World cafĂŠ activity: the class will be divided into groups. Each group will have a flipchart and markers. The flipcharts will have the following words: empathy, trust, inclusion, respect, selfawareness. Each group will write/draw about situations in the movie which are examples of those words. After 5 minutes, only one student remains in his/her group and the others go to a different group. The one that remains will summarize the work done to the newcomers. After 3 minutes, the group changes again. This process is repeated till everyone has been to all the groups. By the end, the original group will present the final result.
Produce
10 minutes
25 students
Tutor is available
The final task will be the production of Quizzes to apply to the colleagues. Each group will prepare a 5 question quizz about the movie, with multiple answers. The teacher will use the questions to create a Kahoot.
To be created before uploading: -guidelines on the movie The teacher can create more questions to add to the Kahoot.
Take a look around! Which institutions are working with disadvantaged groups? Practice
10 minutes
25 students
Tutor is available
The activity will start with the summary of the last TLA. With the questions created by the students, the teacher will ask the students to join in groups and to answer to the kahoot game.
Investigate
20 minutes
25 students
Tutor is available
Each group will investigate about institutions that work with disadvantages groups.. It is preferable to chose one close to the school, so that it can be possible to interview one of the responsible for it, to better understand it's aims and purposes (it can be done as homework, project activity, or sent by email)
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Produce
30 minutes
25 students
Tutor is available
Each group must analyze the information they have collected in the previous leaning activities. The teacher will give each group a link on Sway,that the students will use to present the information that they have about the chosen institution. Then, the work from each group should be presented on the school's website and on social media.
Close to us! What are the needs at our school? Discuss
20 minutes
students
Tutor is available
After the work of analyses of different situation, it is time for the class to focus on the school. Each group will discuss on a project to be implemented at school, concerning the words empathy, trust and Inclusion. The main question should be: what do we want to change at school?
Produce
20 minutes
students
Tutor is available
Once the group has decided on the topic, they will design the project: - topic/needs - aims target-group - activities - resources - timetable - dissemination - partnerships
Read Watch Listen
15 minutes
students
Tutor is available
Each group will have 5 minutes to present the project to the colleagues, using the tools that each one wishes. Is is better if each groups thinks on a 3 minutes presentation, to allow to the class 2 minutes of discussion.
Collaborate
5 minutes
students
Tutor is available
Vote for the preferred idea.
This TLA aims to develop on the students to ability to participate on the decisions of the school, in a very democratic way according to the document "Competences for a Democratic Culture at School". The time to implement the project is not considered here.
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Let's show our work? Prepare the presentation of the work done by the students. Produce
90 minutes
students
Tutor is available
After the implementation of the winning project, it is time for the students to prepare a presentation of their work to the entire community. This is a very important part, and they will be transformed in agents of change in the local community. To accomplish this, each group will prepare a different activity to present in a special occasion: - video - play/theatre presentation on Prezi - inclusion games (boccia, wheelchair basketball, sports for blind people) - Treasure hunt (a game based on google forms, with some activities prepared on learning apps) If the students reach an agreement, they can choose the way they wish to present. If not, it might be better to randomize the groups. However, it is preferable to look to the students skill in each group.
The time marked for this activity does not consider the time to explain the students how to work with the tools.
Look at what we have done! Seminar for the presentation of the project results. Discuss
90 minutes
25 students
Tutor is available
This is the final activity of the TLA and it's success might depend on the participation of the members of the community. It is important to decide which is the best day to develope this TLA (school day? End of term? Night during the week? Saturday?) For the success of this TLA it is important to involve the stakeholders on the preparation. It means that the students need to contact the school management, the students association, the parents association, the local authorities, the institutions that have been interviewed and any other that the students want. Most of all, it is important to create the opportunity for the parents to attend the seminar. It is also very important to invite the local, regional and national media.
Before, during and after the event, it is important to publish this on school's website and social media, for dissemination purposes.
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5. Learning Design for: Cooperation, Open-mindedness Online Lesson Plan Context Topic: Inclusion Total learning time: 400 Number of students: Description: Lessons followed by work-shops considering the aspects cooperation and openmindedness Aims Each student will be able to cooperate and be open-minded while doing so in common daily situations working with people from different status or cultural background. Outcomes Identify (Knowledge): To identify the needs of cooperating in such situation Find out/discover (Knowledge): Trying to find out/discover how to cooperate with people with different personalities Appreciate (Affective learning outcomes): Appreciate different characteristics of different cultural background and different ways of thinking to be an experience Be responsive to (Affective learning outcomes): Learning to be responsive to one another no matter what differences they have
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Teaching-Learning activities
Everyday English - buying a ticket Read Watch Listen
10 minutes
students
Tutor is available
First of all, students watch a short situational video about a man trying to buy a ticket but is in trouble because he doesn't know the language. First, they watch it without hearing anything. Next, they watch it again but this time with sound. Investigate
10 minutes
students
Tutor is available
Fist time they watch the short video without sound, students try to understand what’s going on. Teacher asks students what they have understood or could catch anything about what’s happening. Next, they watch it again with sound and check if they are right or wrong with what they have guessed.
Discuss
10 minutes
students
Tutor is available
It will be discussed in class after watching what could be done better helping this man. The teacher makes the students aware of the terms of cooperation and open-mindedness. Collaborate
15 minutes
students
Tutor is available
In groups of 2-3, students work together creating a similar dialogue in different situation. Practice
15 minutes
students
Tutor is available
A couple of groups are invited to act in front of the class as an example. If needed mistakes will be corrected in terms of grammar so that the other groups won't do the same mistakes. The teacher wants the students to take a video with what they have started in the lesson. For that, they have to create the environment accordingly and all of them have to act in that video. They have one week to submit.
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Everyday English - Finding an address Read Watch Listen
15 minutes
students
Tutor is available
Students listen to a conversation between two people in which one is asking the other for an address he is trying to find. The problem in this conversation is that the man who is trying to find the address is a Syrian and doesn't know the native language and is speaking English. After listening once, two students read the dialogue while the others are following. Teacher checks for pronunciation. Students repeat chorally after the teacher corrects pronunciation. Discuss
10 minutes
students
Tutor is available
Students are asked to tell what they think about this conversation. The teacher especially points to the cultural background of the guy trying to find the address. Teacher ask students if it would change anything if the guy would be from a European country and not from Syria. Teacher again focuses on the terms cooperation and open-mindedness. Practice
7 minutes
students
Tutor is available
Teacher writes similar questions and answers on the board. Students are supposed to match the questions/answers from the board with those in the dialogue. They work with their partners. Collaborate
13 minutes
students
Tutor is available
In groups of three, students go through the conversation and create a similar dialogue which they are going to act in front of the class.
Produce
15 minutes
students
Tutor is available
Give a couple of groups the chance to act the role play out in front of the class. Tell students to be prepared for an activity outside school where the students will be customers and the teachers are waiters taking their orders in English.
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Everyday English - real life environment Produce
110 minutes
students
Tutor is available
The whole class is going to a cafe together with the teachers where only English is spoken. Teachers visit the tables and take students' orders. Students pretend to be strangers coming from different countries. Discuss
10 minutes
students
Tutor is available
It is discussed afterwards in class how they found it and if they now are aware that human is human no matter where they come from. Teacher wants students in their free time to find new friends from abroad and to keep in touch with them.
Everyday English - glossary Produce
80 minutes
students
Tutor is available
Teacher divides students into groups of 3 and wants from each group to think about five sentences used in common daily situations like: - Ordering food, - Asking for address, direction, price, time... - Situations in case of emergency or trouble - and more...
Everyday English - Poster/Newsletter Produce
80 minutes
students
Tutor is available
Teacher gives students a task to create a Poster/Newsletter about the real life environment activity in the cafe using photos. They may also use some of the phrases which are prepared for the glossary on it. The posters/newsletters will be used for dissemination afterwards. (i.g. upload on the schools website, send to the local newspaper, hang on the walls of the school,...)
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6. Learning Design for: Acceptance and self-confidence Online Lesson Plan
Context Topic: Inclusion Total learning time: 6 hours and 45 minutes Designed learning time: 6 hours and 45 minutes Size of class: 15 Description: The students will work with the topic Universal Design in kinder garden and school. Inclusion, acceptance and self confidence are the main concepts in this lesson. Mode of delivery: Select a mode...
Aims You will learn more about: - universal design - which goals for universal design from Norwegian government -what it means to be physical disabled - the principles for universal design - what it means that a kinder garden or school has a universal design. We look at the connection between universal design and inclusion, acceptance and self confidence.
Outcomes Formulate (Comprehension): Model of a school or a kinder garden with universal design Summarize (Synthesis): PP-presentation in class
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Teaching-Learning activities Introduction of terms of inclusion Read Watch Listen 1 hour
15 students
Tutor is available
Online
The teacher writes the terms inclusion, acceptance and self confidence on the blackboard. The students work in pairs and discuss what they know about these three different terms. When they finish the teacher makes a mind map on the blackboard to collect the result of the discussions. After this the teacher presents the aims for the lesson which is universal design, and gives a theoretical presentation using pp. During the presentation the students are given the opportunity to ask questions and discussion.
Inclusion in round tables Collaborate
1 hour
15 students
Tutor is available
Online
The students work in groups of three. They will work with tasks from the learning book. They will discuss in which universal design in kinder garden and school can affect children or students self confidence and feeling of acceptance.
Investigate inclusion Investigate
1 hour and 30 minutes
15 students
Tutor is available
Online
The students investigate how kinder gardens and school in Vadsø are facilitated for disabled children. They take pictures of the buildings inside and outside to use later in their pppresentation.
Experience difficulties Practice
1 hour
15 students
Tutor is available
Online
The students will now experience how it feels like to be disabled. They will try it out in the school building and discuss their experience at the end. This will also be presented in the pp.
Evaluation of activities Produce
1 hour and 30 minutes
15 students
Tutor is available
Online
Each group produces a model of a kinder garden or a school with universal design.
Read Watch Listen 45 minutes
15 students
Tutor is available
Online
The students present the result of their work in class using pp. 22
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