Learning to teach inclusively Developing the inclusive practitioner

‘Learning to teach inclusively’ Developing the inclusive practitioner: How OERs can support the development of 'Professional Values' in HE. Professor Chris Hockings and Dr Paul Brett C. Hockings@wlv. ac. uk P. Brett@wlv. ac. uk Developing the inclusive practitioner: How OERs can support the development of 'Professional Values' in HE. OER 11, Manchester May 12 2011

The project - overview • JISC/ HEA OER OMAC project http: //www. wlv. ac. uk/teachinclusively • 30 credit multi media open access module – which maps to UKPSF (esp. Professional Values) • Aims to facilitate the development of inclusive practitioners across the HE sector and to enhance the academic engagement of all students. • For the support of teaching staff in HE - CPD & PG Cert programmes and HEA individual membership. • Content based on findings from ESRC WP research, HEA Research Synthesis, etc • Features authentic video clips of inclusive practice, also deposited separately on Jorum. • Published on Open Learn Lab Space (Moodle) with Xerte interface • All elements may be downloaded whole or in bits for reuse/ repurposing by institutions or individuals.

Teaching inclusively Inclusive pedagogy – what does it mean for you? • • • Learners are different, but similar in two ways Engagement is key for high level skills Using learners’ knowledge, skills, experiences can change practice in curriculum design, classroom pedagogy, assessment practice, and in institutional policy. OERs are designed to promote the understanding and application of inclusive approaches … “Teachers as artisans” (Hockings, 2011) Three 10 credit units which focus on: • Inclusive Curriculum Design and Assessment • Inclusive Pedagogy • Managing and Researching the Inclusive Institution.

Teaching inclusively and these OERs OERS will illustrate inclusive learning, teaching and assessment practice in action through authentic video: – across subjects - science, technology, humanities, arts and social sciences) – courses -academic to professional and vocational courses, – learning settings - large and small group, practical and laboratory setting, field study, work based). – interviews with staff and students participating in these teaching sessions – support staff and professionals, such as those working with specific groups of students (e. g. disabled, international).

The materials • Clips selected for different aspects of inclusive practice • Pre & post developmental work with staff • Some excellent inclusive practice and some not so. • Subtitled, tagged and uploaded for user review and testing • All accompanied by developmental activities and further resources • Deposited on Open Jorum and licensed for ‘share alike’ access, download, re use, repurposing

Here they are. . Examples of inclusive learning and teaching engagement activities Inclusive spaces Harnessing the whole student Open articulation of thinking ------------------------------------Please click Live Unit 2 to go to unit 2. Bear in mind this is work in progress and we are making changes on a regular basis. We would be delighted to receive your views on the module and materials developed so far particularly in light of your own initiative to embed an inclusive culture in HE

Opportunities for Collaboration • Learning to Teaching Inclusively Conference - 20 th September 2011 • Download video clips in original quality & use them for your own staff development Jorum: http: //resources. jorum. ac. uk/xmlui/handle/123456789/13478 • Request video clips that you can’t find or that would be useful • Collaborate on development of Unit 3 Managing and Researching the Inclusive Institution • Contribute to the body of inclusive video materials available to the sector – filming and processing by arrangement for limited period • Join the community of reviewers – comment via Project blog: http: //www. wlv. ac. uk/Default. aspx? page=25525 • Participate in a module user / focus group - download and test the materials and module and test with your colleagues • Open to all ideas and suggestions, happy to visit your institutions to share ideas, facilitate workshops, seminars, etc. C. Hockings@wlv. ac. uk

References • • • Hockings, C. (2011 Hearing voices, creating spaces: the craft of the ‘artisan’ teacher in a mass higher education system. Critical Studies in Education. 52: 2 Hockings, C. (2010) Inclusive learning and Teaching: Research Synthesis. York: Higher Education Academy. Hockings. C (2009) Reaching the students that student-centred learning cannot reach. British Educational Research Journal. 35(1): 83 -98 Hockings, C. , Cooke, S. , Yamashita, H. Mc. Ginty, S. and Bowl, M. (2009) Learning and teaching in two different universities within the context of increasing student diversity – complexity, contradiction and challengein David, M. Improving Learning by Widening Participation to Higher Education, Routledge. Hockings, C. , Cooke, S. , Yamashita, H. Mc. Ginty, S. and Bowl, M. (2009) ‘I’m neither entertaining nor charismatic…’ Negotiating university teacher identity within diverse student groups. Teaching in Higher Education Special Issue: purposes, knowledge and identities. 14 (5): 470 -483