Inclusive Pedagogy Through Student Choice
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The document discusses empowering students through inclusive pedagogy and providing choice in learning activities. It presents research from a study that gave students choice in completing 2-6 assignments from options like online quizzes, lab reports, presentations, discussions, and other activities. Most students chose the minimum 2 assignments. Marks were higher overall compared to previous years, fewer students failed, and engagement appeared greater with choice. The conclusion is that choice can help cater to different student learning preferences and modalities, as well as those with disabilities, through a more flexible and differentiated approach.
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Inclusive Pedagogy Through Student Choice
- 1. 'Empowering ALL Learners – Towards an inclusive pedagogy centred around students learning preferences and needs
- 2. Challenging the status quo … What has changed? Is this the best way?
- 3. Challenging the existing practice … Is this the only/the best way?
- 4. Are labs really necessary? Data from Prospects Web-site (2006) )
- 5. Dealing with disabilities in STEM subjects Accessibility in Science Labs - obtaining an appropriate learning experience
- 6. An alternative ‘radical’ approach: Let students choose their own mode of learning
- 7. H. Gardner’s Multiple Intelligences
- 8. How do today’s students learn? Sample size: 323 1 st year students, Harper Adams UC, Oct. 2009
- 9. Providing Choice ‘A LA CARTE’ – Pick & Mix … Menu 1 -> an element of choice How many? - with a minimum of two out of a total of six Dessert -> how many assignments to submit? The best three assignments submitted determine coursework mark Menu 2 -> an element of choice Type? – free choice of type of assignment
- 10. VLE Interface – Assignment 1
- 11. Assignment 2 - Bioinformatics
- 12. Assignment 3 - Online MCQs
- 13. Assignment 4 - Problem solving
- 14. Assignment 5 - On-line discussion
- 15. Assignment 6 - Group presentations
- 17. Level of engagement The relative frequency of choices made by students taking part in the coursework activities. Students needed to take a minimum of two elements. No. of assignments chosen No. of students 1 5 2 11 3 42 4 15 5 1
- 18. Students’ preferences and class averages The proportion of students taking part in the coursework activities on offer and their respective average mark and standard deviations. The group work activities are highlighted in ochre . . Category % of class participating Average mark SD Online MCQs 91 66.5 13.9 Laboratory report 74 47.7 19.6 PowerPoint presentation 43 64.0 7.2 Online discussion 36 77.0 12.5 Bioinformatics 29 66.3 12.6 Problem solving 18 57.3 17.6
- 20. Marks for lab reports below average
- 21. Lab reports were marked consistently
- 22. PP presentation – low SD
- 23. Online discussion – preferred choice of able students
- 24. Online MCQ – marks poorly correlated with overall average, but popular
- 25. Comparison with previous year Data from this study are highlighted in ochre Year of assessment 2003 2004 2005 2006 Overall coursework ave 50.0 50.5 47.1 56.1 Failed coursework (%) 23 21 28 9
- 26. Choice depending on MCQ PP-pres. Discuss. Lab-work PBL, Bioinfo PP-pres. Discuss.
- 29. The next step – extending choice further The Visual Bloom and Web2.0