9292020 side 1 Inclusive Teaching and Learning Jrgen

9/29/2020 side 1 Inclusive Teaching and Learning Jørgen Skaastrup Ass. Prof. in Pedagogy, Didactic & History UCL Dk UDDANNELSER I UDVIKLING – www. ucl. dk

9/29/2020 side 2 The Story of The Singing Stone Inclusion starts where people are UDDANNELSER I UDVIKLING – www. ucl. dk

9/29/2020 side 3 From praeassumptional understanding to knowledge Inclusion is also about learning, e. g. teaching for learning – learning for a purpose I know only, I know nothing Overcoming the reproductive knowledge I want to learn [pupil] OK – I am willing to teach you [teacher] From Socrates to Wolfgang Klafki – 3 including abilities: Selfdetermination, ability of responsible interference and participation & ability of solidarity UDDANNELSER I UDVIKLING – www. ucl. dk

9/29/2020 side 4 Universe of inclusive Teaching and Learning The Universe of Preconceptions Pupils´ and students´ ways of thinking Categorizing the Preassumptions into 1. Praejustment 2. Ignorance 3. Misinterpretation 4. Incompleteness 5. Dimensional Poverty 6. Inconsistence 7. Aporeticafication 8. Consensus Preassumption is a Learning Category If we want to teach for learning and not reproduction, we must know the preasssumptional conditions IF YOU WANT TO PUT SOMETHING INTO THE HEAD OF A STUDENT, YOU MUST KNOW, WHAT IS IN THERE ALREADY UDDANNELSER I UDVIKLING – www. ucl. dk

9/29/2020 side 5 1 st praeassumption: Praejustment !!! Wearing a burka is a surpression of the female gender If they want to live in our country, they must be just like us What do we teach pupils and students having such ideas? UDDANNELSER I UDVIKLING – www. ucl. dk

9/29/2020 side 6 2 nd praeassumption: Ignorance PRESUMING RIGHT WITHOUT AWARENESS OF REASONS Gravity Teacher to the pupil: WHY…. Pupil to the teacher: JUST WHY…. . Teacher to the pupil: …. . Any CHANGE? Pupil to the teacher: NO…. . I´M NOT STUPID What and how do we teach the pupil, if he must learn? UDDANNELSER I UDVIKLING – www. ucl. dk

9/29/2020 side 7 3 rd 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: We voted about it – we don´t want Peter to be a member of our group. What and how do we teach the pupils in group 4? ? xx UDDANNELSER I UDVIKLING – www. ucl. dk

9/29/2020 side 8 4 th praeassumption: Incompleteness A contemporary understanding - not yet complete understanding A boy - two boys A cow – two cows A child – two childs A sheep – two sheeps What and how do we teach the pupil? ? UDDANNELSER I UDVIKLING – www. ucl. dk

9/29/2020 side 9 5 th praeassumption: Dimensional poverty The reason that Iraq was invaded , was Sadam Hussein´s threat to use biological and atomic weapons against the free world What and how do we teach the pupil stating that? ? xx UDDANNELSER I UDVIKLING – www. ucl. dk

9/29/2020 side 10 6 th praeassumption: Inconsistence The unlogical understanding The archaic understanding When you put a plant in the window, it will bend towards the sun What and how do we teach the pupils having archaic knowledge? ? xx UDDANNELSER I UDVIKLING – www. ucl. dk

9/29/2020 side 11 7 th praeassumption: The aporetification Potential 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 having this logic? ? UDDANNELSER I UDVIKLING – www. ucl. dk

9/29/2020 side 12 8 th praeassumption: Consensus General accepted assumptions Teaching leads to learning Homework prepares the pupils for teaching How do we deal with teachers that believe in that? ? Exams prove what the pupil has learnt xx UDDANNELSER I UDVIKLING – www. ucl. dk

9/29/2020 side 13 The ladder to inclusive learning Dealing the right way with the praeassumptions lead to inclusive teaching. Automatical reactions to the praeconsumptions lead to exclusion. UDDANNELSER I UDVIKLING – www. ucl. dk

9/29/2020 side 14 Inclusive teaching in classes with different mothertongues Governmental logic: 1. Pupils with a not Danish mothertongue have a special need for teaching in the democratic society and democracy 2. Pupils with a not Danish mothertongue have a speciel need for teaching in Christianity to understand the religious perspective in the democratic society 3. Pupils with a not Danish mothertongue have a speciel need for teaching in Danish hisorical artefacts to be included and integrated in the Danish democrativ society Experimental logic: 1. Language is not merely language – language and mothertongues are signs and evidence of cultural and historical orientation 2. Curriculum might prove to be excluding – even the curriculum of the nation might be excluding the pupils with a Danish mothertongue! UDDANNELSER I UDVIKLING – www. ucl. dk

Inclusive Teaching and Learning – does history lead to inclusion – and does it lead to a possible common future? AN EXAMPLE from praxis – topic: Inclusive curriculum The Character of the historical 9/29/2020 side 15 consciousness of the pupils? What is in their heads? EXP – Learning Conducting a curriculum by cooperating with the pupils REVERSION I want to know, what´s in their heads! What matters? UDDANNELSER I UDVIKLING – www. ucl. dk

9/29/2020 side 16 What kind of classes and pupils? One 7 th grade + two 8 th grade Condition of inclusion: 4: 1 //double mothertongue: native language [Danish] Double mothertoungues: A. o. Turkish, Arabics [Palaestinian], Bosnean, Chinese, Somali, Iranian, Iraqian…. QUESTION – 1. What might they possibly have in common that might contribute to creation of a common interesest in the future [Integration] [Democratic Bildung] QUESTION – 2. Does the existing curriculum invite to this creation? OR: IS IT INCLUSIVE? Does it matter? ? OK then, what about the battle of Medina? ? ? NO CONSEQUENCE: Disqualification of the curriculum [scraping] UDDANNELSER I UDVIKLING – www. ucl. dk

9/29/2020 side 17 Consequently ”scraping” the curiculum Disqualification Anno 1994 – the year history was re-born Pictures of memory The question of historical remembrance framework of consciousness What´s left to teach ? Write down what you remember from your lifetime – from your private life and from history xx UDDANNELSER I UDVIKLING – www. ucl. dk

9/29/2020 side 18 9 11 th 2001 The new curriculum – what matters Barrack Obama American president 2009 When they were 7 the world changed. The grew up in the shadow of terrorism. My generation grew up in the shadow of the bomb – Berlin Crisis, Cuban Crisis, Korean War, Vietnam War. UDDANNELSER I UDVIKLING – www. ucl. dk

9/29/2020 side 19 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? ßWhat would you teach here? UDDANNELSER I UDVIKLING – www. ucl. dk

9/29/2020 side 20 Inclusive school in general in Denmark What is the Consistence of the idea of Inclusive School? School is considered an institution in a democratic society School is presumed to take a democratic responsibility dealing with teaching and learning School is presumed to be democratic in itself School has a Bildung-perspective Bildung The Agenda is: How to connect teaching and learning [Reproduction or Creation] What does it emply? Differentiated teaching Common and clear goals Messurements Cooperation with the parents Teamcooperation Culture of Evaluation What must be included? Dyslexia, Dyscalculy ADHD Social problems Psycological problems Multicultural challenges Global learning What are the aims and the goals behind the inclusive school? a. Skilled citizens b. democrats c. individual integrity d. creation e. solidarity UDDANNELSER I UDVIKLING – www. ucl. dk

9/29/2020 side 21 THANK YOU FOR YOUR ATTENTION! ©Jørgen Skaastrup Ass. Prof. 2009 University College Lillebaelt Teachers´ Traning UDDANNELSER I UDVIKLING – www. ucl. dk