This document is a compilation of 26 good practices in teaching diverse classrooms, focusing on didactic methods and approaches. It is part of the Diverse Courses project, which aims to support equal opportunities and access for all learners. The document provides a summary of each good practice, including a factsheet with a short summary, a table with the main information, and links for further information. The good practices cover a wide range of topics, from assessing learners' skills and competencies to creating inclusive learning environments and implementing and evaluating different didactic scenarios in the classroom. The document is intended to be a resource for educators who are looking to improve their understanding of diversity and create more inclusive learning experiences for their students.
Didactical
scenarios are structured narratives that outline the context, objectives, and
instructional strategies used in teaching specific content. They serve as
blueprints that guide educators in creating engaging and meaningful learning
experiences for students.
Teaching
methodologies used in the adult context require a blended approach, combining
theory and practice. This approach is particularly effective in engaging
students and fostering learning. Diverse tools, such as slide shows, videos,
films, images, and emulators, make lessons dynamic and engaging.
Jank and Meyer
(2002) define didactical scenarios as structured educational arrangements
designed to achieve specific learning outcomes.
What is a
didactical scenario?
A didactical
scenario refers to a structured educational framework or plan that outlines the
teaching and learning processes within a specific instructional context.
A didactical
scenario incorporates various elements such as objectives, content, methods,
resources, and assessments to guide both educators and learners through a
coherent and purposeful learning experience.
What are the key
Elements of a Didactical Scenario?
Learning
Objectives: These objectives are aligned with broader educational outcomes and
help guide the selection of content and activities.
Content:
This includes any specific concepts, theories, or skills learners need to
acquire.
Methods and
Strategies: This may include lectures, group work, hands-on activities,
multimedia presentations, and other pedagogical methods.
Resources and
Materials: The tools and resources required to implement the scenario.
Learner
Engagement: Strategies for involving learners actively in the learning process,
taking into account their prior knowledge, motivations, and learning
preferences.
Assessment:
Methods for evaluating learners’ progress and understanding throughout the
scenario.
Context: The
specific educational environment or setting in which the scenario takes place,
including factors such as the course, class size, and learner demographics.
This multimedia
approach captures the students' attention and helps them better understand
abstract concepts. It also uses a "hands-on" method that encourages
memorisation and deep understanding of concepts.
A didactic
method is a teaching method that adheres to a scientific approach or
educational style. The approach or method is often researched or studied and
adopted by the teacher to engage the student and ultimately stimulate a
virtuous learning process and knowledge transfer in any field of study.
It is important
to remember that there is no one correct method, as specific teaching/learning
situations may be characterised by a high level of complexity – for example,
particular requirements in terms of content, students’ prior knowledge, room,
and other factors.
Courses can be
prepared and given structure through scenarios. The spectrum here ranges from
single lessons or appointments (e.g. for e-Feedback) to the design of an entire
semester (e.g. in blended learning scenarios).
The decision to
favor one (or several) method depends on the learning objectives and the
subject matter in question and includes factors such as the time structure,
group organisation, and student interaction.
Didactical
planning including the different variables of a learning/teaching activity
(objectives, target, time, space, technological devices etc.).
This document provides the conceptual and theoretical foundation for a toolkit designed for adult educators. It discusses the various facets of diversity in education, including cultural, linguistic, socioeconomic, and experiential differences, and explores how inclusive education policies at the European and national levels inform the practice of adult learning. The volume highlights key elements for inclusive teaching, such as fostering supportive learning environments and training for educators. It also provides practical "Tips and Tricks" for educators on topics like reflexivity, goal setting, structured lessons, and differentiated teaching, grounded in research and best practices. The content is further enriched by an analysis of the project's key findings, including barriers faced by learners and educators, and introduces the use of learner personas as an innovative way to customise didactical approaches.
The Volume 2 of the toolkit for teaching diverse adult education courses, provides practical resources for educators to implement inclusive teaching strategies. It offers a step-by-step guide for adapting didactical scenarios using learner personas to create tailored learning experiences. It explores key concepts of adult learning, such as andragogy, and provides effective teaching methods like active, collaborative, experiential, and self-directed learning. The document also addresses common barriers adult learners face, like limited time and lack of confidence, and proposes strategies to overcome them, including flexible learning options and breaking content into smaller segments. Furthermore, it includes a roadmap for testing and implementing these strategies, along with various structured and semi-structured evaluation tools like surveys, observation checklists, and focus group guidelines. Finally, it provides practical templates and frameworks for lesson planning and course customisation, including interactive tools for creating engaging materials.
This document is a toolkit of didactical scenarios designed for teaching diverse groups in adult education, developed as part of the Diverse Courses Project to enhance inclusion and diversity. Aimed at educators, trainers, and facilitators, the toolkit provides a collection of practical, tested teaching strategies tailored to meet the varied needs of heterogeneous learners, especially those with fewer opportunities. The scenarios are intended to be customised based on learner personas, and the guide explains how to select and adapt them to foster engagement and create supportive, inclusive learning environments. The core of the document presents numerous detailed scenarios from project partners, such as "Health literacy through the digital world" and "Enhancing Employability Skills through Project-Based Learning," which serve as concrete examples for educators.