Good Practices of Didactical Methods Database


        
 
Title:
Good Practice Mission:
Specific goals of the GP:
Year:
Duration of the implementation:
Target group:
Summary:
Space requisites:
Obstacles revealed?:
Methodology used:
Resources needed:
Link:
Tags:
Author first name:
Author surname:


Title: Welcome to Belgium” Pedagogical kits
Good Practice Mission: Support newly arrived migrants and people with low literacy residing in Belgium, with visual material that allow for more inclusive understanding of different things, independently of the cultural references of each person.
Specific goals of the GP:
  • Help discover the new place of life.
  • Encourage or develop critical analysis skills.
  • Active and emancipated participation in all aspects of the society.
Year: 2018
Duration of the implementation: 5 to 8 weeks
Target group: Learners over 15 years old
Summary:

These kits give migrants a broad overview of social, cultural and environmental aspects of life in their new host country, thus giving them capabilities to integrate into their new setting more quickly. These pedagogical kits can also be used to teach basic skills to a native Belgian audience (including young people) or used as part of a broader reflection on society. Using photos instead of other types of pictures to work on life skills and social issues with people lacking basic literacy skills decreases the impact of a specific culture, whereas the interpretation of photos are less dependent on the culture of the participants and enable people to communicate more easily in spite of cultural differences.

The process includes:

  • Choosing the kit that responds better to the needs of the session you are carrying out and print or digitally provide the materials to the learners.
  • The process is entirely up to the educator, however the developers of these kits follow the approach of Popular Education.

The requirements for the transferability of the practice are:

  • For French speaking audiences, the transferability aspect is straight forward.
  • For non French-speaking audiences, it would require adaptation of the kits, however this is a simple (yet a bit time consuming process).
Space requisites:

The kits can be downloaded from anyone interested and integrated in any form of instruction they choose. The only limitation is that the current material is in French, so it would require translation to be shared in other languages.
Obstacles revealed?:

There are no such documents. The proposed practice was developed to address specific needs but in no way does it claim to solve all potential learning challenges.
Methodology used: Group/collaborative learning
Individual learning
Inquiry-based learning
Game-based learning
Resources needed:

Printed or digitally adapted versions of the 9 kits, everything else is up to the educator.
Link: All in French - 9 educational kits
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Title: Diversified Instruction: A set of Guidelines and Practical Examples
Good Practice Mission: Create a set of guidelines on how the educator could move in a safe way on designing the didactic scenario by keeping the same subject to teach, several activities to motivate students to actively involved and modes to evaluate outcomes in a flexible wa. Provider: IEP ( The Greek Institute of the Educational Policy)
Specific goals of the GP:

Help students discover the connection between school and their own interests.

Year: 2008
Duration of the implementation: Longlasting (guidelines)
Target group: All students
Summary:

The Good Practice entitled ‘ Diversified Instruction’ reflects the set of guidelines should be considered as the necessary basis for educators to organize courses for/with a diverse group of learners, in any subject or level of education. These Guidelines are thoroughly presented in the 1st Chapter of a Guide for Educators that was published on 2008 by the IEP.

Diversified Instruction has to be an integral part of didactics and not a stage of the process. Differentiated teaching to be successful requires preparation and is developed in 2 axes that are intertwined: Learner - Curriculum . Each axis has internal dimensions in complexity, such as : The Learner (level of readiness, interests, learning profile) +  The Curriculum (content, process, outcome)

This combination of both the axes and their internal dimensions could be the matrix upon which a teaching scenario and the corresponding activities are built. This kind of senior/plan could mobilize the critical ability and engagement of all learners equally, without discounting the subject taught but with the necessary qualitative interventions ( tools and strategies) that make the process and the goal of learning, possible for all.

Diversified Strategies 3 dimensions:

A)  Content :

a)Concept-based teaching b)Use of multiple texts and materials c) Learning contracts d)Multiple ways to support access to IT resources

B)  Process :

1)The CUBE 2) The Learning Center 3) The Working Cards 4) The Teaching on Different Levels (For more, you can read the article in English (attached)

C)  Outcome : (how the learner  shows what he has learned :

An interesting way of grouping students according to their learning readiness is the "Wheel" (Kagan, 1992). These are four concentric circles, fixed in the center so that they move. In each circle we write the names of students according to the level, the learning profile or the mastery of a skill. Thus, turning the circles we can make different groups, homogeneous or heterogeneous.
Space requisites:
Obstacles revealed?:

Time
Methodology used: Differenciated instruction
Group/collaborative learning
Resources needed:

As described in the article, it is ready and affordable as also flexible to be used according to the learners profile and readiness.
Link: https://www.iep.edu.gr/docs/pdf/LD_Panteliadou_C.pdf
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Title: Collaborative Expertise for Inclusive Learning
Good Practice Mission: To reach full inclusion of individuals with disabilities.
Specific goals of the GP:

Improve the quality of life for individuals with disabilities. Provide practical experience for vocational students. Promote a culture of inclusion.
Year: 2023
Duration of the implementation: 2 years
Target group: Adult learners
Summary:

The "Grupo de Expertos" (Experts Group) activity is an exemplary collaboration between “Centro Ocupacional Padre Villoslada” and a social integration vocational programme carried out at “La Blanca Paloma” VET Centre.

Through a structured, four-phase process, social integration students develop and implement personalised support plans for individuals at the occupational centre for people with disabilities. This project demonstrates the value of inclusive learning environments and highlights effective practices for educators.

“Grupo de Expertos” Activity Phases

Presentation of the project: This is the initial phase where the project is explained at the VET Centre by professionals of the Occupational Centre. It involves introductions, outlining the project's goals, and setting expectations for the collaboration.

Students are also warned they will be “models” for the Occupational Centre users, implying that they must behave accordingly. The Occupational Centre educators prepare the Centre users for the activity.

Phase 1: Initial assessment through direct observation: In this phase, students observe the users of the occupational centre in their daily workshop activities related to the group the students are assigned to. The goal is to identify areas where the users might need additional support.

Phase 2: Planning: Based on the observations made in Phase 1, students develop personalised plans for each user, validated and improved by the Occupational Centre professionals. These plans include activities and interventions designed to help users achieve their social integration goals.

Phase 3: Implementation: The students put their plans into action, working directly with the users in various workshops and activities.

Phase 4: Evaluation: In the final phase, the students assess the progress of each user and the occupational centre professionals provide the VET trainers with valuable insight into the students’ performance during the activity. This evaluation helps determine the effectiveness of the personalised plans and allows for adjustments if needed.

Understanding Learners for Optimal Engagement:

Mutual Profiling: Both the vocational students and the occupational centre users undergo an initial profiling process to ensure the best possible match between participants and activities.

Vocational Students: Trainers assess their students' skills, knowledge, and interests through a combination of observations, performance in different subjects, and a short questionnaire. The questionnaire gauges their interest in working with users with specific categories of disabilities: Functional, Physical, Cognitive, or Soft Skills. This information helps trainers match students with workshops that align with their strengths and interests.

Occupational Centre Users: Professionals at the centre evaluate users' capacities using standardised assessment scales such as Lawton & Brody, Barthel (adapted), MOGIL, ICAP, GENCAT, and LOBO. These assessments provide detailed insights into users' functional abilities, cognitive skills, and support needs, allowing for the creation of personalised support plans and the selection of appropriate workshops.

Benefits of this Approach:

Enhanced Personalisation: By considering both the students' interests and the users' specific needs, the matching process ensures a more personalised and meaningful experience for everyone involved.

Targeted Skill Development: Students are placed in workshops where they can apply their existing skills and knowledge while also developing new competencies in areas that align with their interests.

Optimised Support: The comprehensive assessment of users' capacities enables the creation of highly tailored support plans that address their unique challenges and goals.

Inclusive Methods in Action:

Differentiated Workshops: Activities are designed with varying skill levels in mind (basic, intermediate, and advanced), ensuring accessibility and tailored challenges for everyone involved.

Learning by Doing: Students gain practical skills in inclusive support strategies through direct hands-on experience.

Building Community: The collaborative nature of the activity fosters peer support and a shared sense of community between occupational centre users and students.

Outcomes and Potential for Impact:

Empowering Centre Users: Individualised plans promote a sense of agency and support progress towards social integration goals.

Developing Future Practitioners: Students gain valuable insights into the diverse needs of learners and strengthen their own inclusive teaching practices.

Ripple Effect: This collaboration has the potential to inspire a culture of inclusion within both the occupational centre and the vocational programme.

Adapting the Model

While this example focuses on an occupational day centre, the core principles could be applied across various educational contexts.

The "Grupo de EXPERTOS" activity inherently incorporates the concept of the “Learner Personas” framework described in the Diverse Courses Toolkit, even if not explicitly labelled as such. Through the observation phase and information-sharing meetings, educators and vocational trainers gather essential data about both the occupational centre users and the vocational students. This data contributes to the creation of informal Learner Personas that highlight individual needs, strengths, and preferences. These Personas are then used to inform the development of personalised support plans and the selection of appropriate activities for each participant, ultimately fostering a more inclusive and effective learning environment for everyone involved.

Example Adaptation I: Supporting a User with Autism Spectrum Disorder (ASD)

During the observation phase, the vocational students noticed that one of the centre users, Maria, who has ASD, struggles with communication and social interaction. She often becomes overwhelmed in group settings and prefers to work independently.

Based on this observation, the students develop a personalised plan for Maria that includes:

Individualised Activities: Providing Maria with opportunities to work on tasks that align with her interests and strengths, such as organising materials or sorting items.

Visual Schedules: Creating visual schedules to help Maria understand the daily routine and transitions between activities.

Quiet Space: Designating a quiet area where Maria can retreat if she feels overwhelmed or overstimulated.

Communication Supports: Using visual cues, gestures, or written instructions to facilitate communication with Maria.

Gradual Exposure to Group Activities: Slowly introducing Maria to small group activities with clear expectations and structured interactions.

By implementing this personalised plan, the students help Maria feel more comfortable and engaged in the centre's activities. She gradually develops her communication and social skills, while also contributing her unique talents to the group.

Outcomes:

SEN Student Empowerment: Students with SEN feel valued and supported as they contribute their unique perspectives and strengths to the group.

Enhanced Understanding: All students gain a deeper understanding of the diverse needs of learners with visual impairments and develop practical skills for creating inclusive lesson plans.

Improved Self-Efficacy: Students with SEN experience success in a collaborative learning environment, boosting their confidence and self-efficacy as future educators.

This example demonstrates how the "Grupo de Expertos" model can be adapted to support SEN students in higher education settings.
Space requisites:

The "Grupo de Expertos" activity does not require a space with special characteristics or functions. The activities can be carried out in the usual spaces of the Occupational Centre (dining room, workshops, courtyard, etc.).

However, it is important to note that the workshops and activities should be adapted to the specific needs of the users.
Obstacles revealed?:

It reveals potential obstacles and constraints to learning in both the users (limited social integration, diverse needs and abilities, communication barriers, sensory sensitivities) and the students (limited experience, emotional impact).
Methodology used: Technology-based learning
Group/collaborative learning
Kinaesthetic learning
Learning by doing
Game-based learning
Resources needed:

Personnel:

  • Occupational Center Professionals: These individuals are essential for presenting the project, preparing the centre's users, and providing feedback on the vocational students' performance. They also play a crucial role in assessing the users' capacities using standardised scales.
  • Vocational Students: These are the primary participants who will observe, plan, implement, and evaluate personalised support plans for the centre's users.
  • Vocational Trainers: They are responsible for assessing their students' skills and interests, matching them with appropriate workshops, and providing guidance throughout the project.

Materials:

  • Standardised Assessment Scales, for instance: Tools like Lawton & Brody, Barthel (adapted), MOGIL, ICAP, GENCAT, and LOBO are used to assess the users' capacities.
  • Questionnaire: A short questionnaire is used to gauge the vocational students' interests in working with users with specific types of disabilities.
  • Workshop Materials: Depending on the specific activities planned, various materials might be needed, such as art supplies, games, or educational resources.

Resources:

  • Occupational Center Facilities: The centre's workshops, dining room, courtyard, and other spaces are used for observations and activities.
  • Transportation: If the vocational training centre is not located within the occupational centre, transportation might be needed for the students to travel between the two locations.
Link:
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Title: Adaptation of DivCap’s Applied Diversity Awareness (ADA) Workshops for Educators
Good Practice Mission: The primary motivation for implementing the adapted ADA Workshops is to enhance educators' understanding and practice of diversity and inclusion in their classrooms. This includes equipping them with the knowledge and tools to create more inclusive learning environments for all students, particularly those with Special Educational Needs (SEN). The workshops aim to achieve this by Raising awareness, Building skills, Fostering reflection, and Creating a community of practice.
Specific goals of the GP:

Increase awareness of diversity and inclusion, Enhance educators' skills and foster reflection and collaboration.
Year: 2018
Duration of the implementation: Days
Target group: Adult learners
Summary:

The Applied Diversity Awareness (ADA) Workshops, developed within the Diversity Capacities (DivCap) project, offer a valuable framework for enhancing educators' understanding and practice of diversity and inclusion in their classrooms. By fostering awareness and providing practical tools, these workshops empower educators to create more inclusive learning environments for all students, including (of course) those with Special Educational Needs (SEN).

Key Components of ADA Workshops (Adapted):

Theoretical Input: Provides educators with foundational knowledge on diversity concepts, discrimination, and the importance of self-reflection.

Immersive Experiences: This component aims to provide educators with firsthand exposure to diversity and inclusion, fostering a deeper understanding of the concepts discussed in the theoretical input. It can take various forms, depending on the resources and context of the workshop:

Diversity Walk: A guided walk through a diverse neighbourhood or area, prompting reflection on the visible and invisible aspects of diversity in the surrounding environment. Participants are encouraged to observe differences in architecture, businesses, languages spoken, cultural expressions, and social interactions. Guided questions or prompts can be provided to facilitate reflection and discussion.

Study Visit to Inclusive Educational Centre: A visit to a centre specialising in inclusive education allows educators to observe inclusive practices in action and interact with staff and students.

This provides a valuable opportunity to learn from experienced professionals and witness firsthand how diversity is embraced and celebrated in an educational setting.

Virtual Experiences: When in-person activities are not feasible, virtual experiences can offer valuable insights into diversity and inclusion. These can include:

Virtual Tours of Inclusive Classrooms: Explore virtual environments that showcase inclusive classroom setups, assistive technologies, and diverse learning materials.

Online Discussions with Experts: Engage in live or recorded discussions with experts in the field of diversity and inclusion, focusing on topics relevant to SEN students.

Interactive Webinars: Participate in webinars that address specific aspects of diversity and inclusion, such as cultural competence, differentiated instruction, or creating inclusive assessments.

Online Cultural Exchange Programmes: Connect with educators or students from different cultural backgrounds through video conferencing or online forums to gain new perspectives and insights.

Simulations of Diverse Learning Scenarios: Engage in interactive simulations that allow educators to experience the challenges and opportunities of teaching students with diverse learning needs, including SEN.

Reflection and Exchange: Facilitates discussions where educators can share their experiences, insights, and learnings from the Workshop and Immersive Experience.

Adapting ADA Workshops for Diverse Courses:

Focus on SEN Students: Tailor theoretical input and discussions to address the specific needs and challenges of SEN students in the classroom.

Practical Strategies: Equip educators with concrete strategies for differentiating instruction, adapting materials, and creating inclusive assessments for SEN learners.

Collaborative Learning: Encourage educators to share their experiences and challenges in working with SEN students, fostering a supportive community of practice.

Reflection on Practice: Guide educators in reflecting on their own biases and assumptions, and how these might impact their interactions with SEN students.

Benefits for Educators:

Increased Awareness: Deepens understanding of diversity and inclusion concepts, including the unique needs of SEN students.

Enhanced Skills: Provides practical tools and strategies for creating inclusive learning environments.

Reflective Practice: Encourages self-reflection and critical examination of personal biases.

Community Building: Fosters a supportive network of educators committed to inclusive education.

Real-World Insights: “Immersive Experiences” provides firsthand exposure to inclusive practices and the opportunity to learn from experienced professionals.

Step-by-Step Guide:

Step 1: Preparation

Identify Participants: Determine which educators will participate (e.g., all staff, new hires, specific departments).

Gather & Adapt Materials:

Obtain the ADA Workshop curriculum from the DivCap project.

Tailor content to your institution's context and learner needs, emphasising SEN students.

If using the Diversity Walk, prepare maps, itineraries, and lunch reservations (if applicable).

If conducting a Study Visit, coordinate with the inclusive educational centre.

Schedule & Logistics: Set the workshop duration (full day, half day, multiple sessions), location, and any logistical needs.

Step 2: Workshop Delivery

Welcome & Introduction: Briefly introduce the workshop's purpose, objectives, and agenda.

Theoretical Input: Cover foundational diversity concepts, discrimination, and self- reflection, using examples relevant to education and SEN students. You can find valuable information about diversity in education and the key concepts on the topic on the DivCap website.

Immersive Experience:

Diversity Walk: Participants explore a diverse area, guided by a questionnaire to observe and reflect on diversity in their surroundings.

Study Visit: Participants visit an inclusive educational centre, observing practices and interacting with staff and students.

Interactive Webinar (for instance): Participants take part in online sessions led by experts in diversity and inclusion.

Reflection & Exchange: Facilitate group discussions for participants to share experiences and insights from the activities. Encourage open dialogue and create a safe space for sharing.

Step 3: Post-Workshop Action

Action Planning: Guide educators in developing action plans for implementing inclusive practices in their classrooms, drawing on insights from the workshop and the Diversity Walk/Study Visit/Virtual Experience.

Ongoing Support: Provide resources, mentoring, or follow-up sessions to support educators in their efforts.

Evaluation: Gather feedback from participants to assess the workshop's effectiveness and identify areas for improvement.

Workshop Facilitator: A school counsellor with expertise in diversity, inclusion, and SEN education.

Participants: Teachers from various subjects, the school's SEN coordinator, and administrative staff.

Scenario: The school is experiencing an increase in SEN students and wants to ensure all educators are equipped to create an inclusive learning environment.

Workshop Adaptation: The facilitator tailors the theoretical input to focus on common SENs like dyslexia, ADHD, and autism. They organise a study visit to a nearby special education school known for its inclusive practices.

Outcome: Educators gain practical insights into adapting teaching methods, using assistive technologies, and fostering a supportive classroom culture. They return with concrete action plans to implement in their own classrooms.

Another use case: Fostering empathy and understanding among your students

With a few modifications (by slightly changing the focus, indeed) you can use ADA Workshops methodology to create a more inclusive and comfortable learning environment. Here is how:

Example Adaptation for Students:

Theoretical Input: Discuss the concept of diversity using age-appropriate examples and relatable stories.

Immersive Experience:

Instead of a Diversity Walk, organise a "Cultural Fair" where students share aspects of their own cultures.

Facilitate a "Mix-It-Up Lunch" where students are encouraged to sit with classmates they don't usually interact with.

Reflection and Exchange: Create a safe space for students to share their thoughts and feelings about diversity and discuss ways to promote inclusivity in the classroom.
Space requisites:

The adapted ADA Workshops, can be conducted in various settings, depending on the chosen experiential learning activity. In all cases, the space should be inclusive and welcoming to all participants, regardless of their background or abilities.
Obstacles revealed?:

Although it has been never implemented yet, the GP potentially reveals obstacles and constrains to learning, primarily from the educator's perspective, such as: Lack of Awareness and Training, Time Constraints, Resistance to Change, Limited Resources and Complexity of Diverse Needs.
Methodology used: Lecture-based learning
Technology-based learning
Group/collaborative learning
Inquiry-based learning
Learning by doing
Resources needed:

Adapting the Applied Diversity Awareness (ADA) workshops can be implemented in various settings depending on the chosen experiential learning activity.

Theoretical Input and Reflection & Exchange: These components can be held in a traditional classroom, meeting room, or online via video conferencing platforms. The space should be comfortable, well-lit, and conducive to discussion. If conducted online, ensure all participants can access the necessary technology and a stable internet connection.

Diversity Walk: This activity requires a diverse neighbourhood or area where participants can observe and reflect on different aspects of diversity. The facilitator should ensure the chosen route is safe and accessible to all participants.

Study Visit to Inclusive Educational Centre: This activity occurs at an educational centre specialising in inclusive education. The centre should be accessible to all participants and have staff available to answer questions and guide the visit.

Virtual Experiences: These activities can be conducted online, requiring participants to have access to a computer or mobile device with an internet connection. The specific platform or software will depend on the chosen virtual experience (e.g., video conferencing for online discussions, virtual reality headsets for simulations).
Link: https://www.diversitycapacities.eu/applied-diversity-awareness-workshop-curriculum/
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Title: Adapting DivCap's Process for Inclusive Didactic Methods in Diverse Courses
Good Practice Mission: This practice aims to provide educators with a practical framework to identify and address the diverse needs of their students, fostering a more inclusive and equitable learning environment. It specifically focuses on adapting the Diversity Capacities (DivCap) project's analysis process to create learner personas and recommend inclusive didactic methodologies for students with special educational needs (SEN). By understanding each learner's unique challenges and strengths, educators can tailor their teaching strategies and create a more supportive and engaging classroom experience for all students.
Specific goals of the GP:

Ensuring that all students succeed in achieving their learning objectives, albeit with some difficulties related to attention, comprehension problems, etc.
Year: 2024
Duration of the implementation: Weeks
Target group: Adult learners
Summary:

This document outlines a Good Practice for the Diverse Courses project (WP3), adapting the analysis process from the Diversity Capacities (DivCap) project to focus on creating learner personas and recommending inclusive didactic methodologies for classrooms with SEN students.

The Process:

This process involves three key steps, each adapted from the DivCap framework:

Step 1: Develop a Mini Case Study (Classroom Snapshot)

Goal: Gather data on your specific classroom environment and the needs of your SEN students. The educator (you) can use any of the Diverse Courses (WP2) Good Practices Collection to carry out this task.

Focus: Observe your classroom dynamics, noting student interactions, areas of difficulty, and any existing support structures. Conduct informal discussions with students (if possible) or colleagues familiar with their needs. Consulting the Centre Counsellor could be useful too.

Adaptation: This "mini case study" is less comprehensive than the formal studies in DivCap but provides valuable insights into your unique context. You can anyway consult the relevant section of DivCap Process for further information here.

Step 2: Analyse your classroom using the 7 Stages Model (Adapted) DivCap Stages Most Relevant to Learner Needs:

Stage 2: Service to Diverse Learners: Are there students with diverse backgrounds or needs in your classroom (including SEN students)? What supports are currently offered?

Stage 3: Intercultural Service Management: Have you received training on differentiating instruction to cater to diverse learners?

Stage 4: Inflow of Learners with SEN: Does your classroom include students with newly identified SEN needs? Are there resources or protocols for addressing them?

Shifting the lens: While DivCap's model focuses on the organisation, here we consider these stages from the educator's perspective within their classroom. Besides, “Diverse Learners” and “Learners with SEN” terms are flexible; thus, you can focus on any specific “Learner Personas Category” you wish: Learning needs and abilities, Motivations and goals, Technical Skills and Access… Further information about the complete 7 Stages Model can be found here.

Recommendations:

Wait Time: I can consciously allow more wait time after posing questions to encourage girls to formulate their responses.

Group Work: Creating mixed-gender groups for projects or discussions can promote collaboration and challenge gender stereotypes.

Role Models: Inviting female scientists or professionals to speak to the class can showcase successful women in STEM fields and inspire girls.

Additional Considerations:

This process is iterative. As you implement changes and observe student responses, you can refine your understanding and recommendations.

The Diverse Courses project’s Toolkit provide additional resources and support for creating “Learner Personas” and selecting appropriate inclusive didactic methods.

Educator needs and disabilities: While this process focuses on adapting methods to meet student needs, it is important to remember that inclusive classrooms also require catering to educator needs.

If educators have disabilities, the school management can use the DivCap analysis process (adapted to focus on educator needs) to identify challenges and recommend adjustments to workload, classroom setup, or professional development opportunities to ensure a supportive and empowering environment for all.

Validating and implementing recommendations: Educators may need to present recommendations for adjustments (didactic methods, classroom setup, additional resources) to school management for approval or support.

The Colour Print Model for Change can be a valuable tool.

This model provides different approaches to change management (Yellow Print for power-based strategy, Blueprint for rational/analytical approach, etc.).

Understanding these approaches helps educators tailor their communication and presentation of recommendations to align with the management style of their educational centre.

Example: If you recommend purchasing assistive technologies for dyslexic students, consider if your management is primarily driven by data (Blueprint case) or influenced by key figures (Yellow Print case) and present your arguments accordingly.
Space requisites:

This good practice does not necessitate a physical space with specific characteristics or functions. The process primarily involves reflection, analysis, and discussion, which can be conducted in various settings, including classrooms, meeting rooms, or virtual environments.

However, if the experiential learning component involves a study visit to an inclusive educational center, the chosen location should be accessible to all participants, including those with disabilities. For virtual experiences, a stable internet connection and access to necessary digital tools (video conferencing platforms, virtual reality headsets, etc.) would be required.
Obstacles revealed?:

Lack of Awareness and Training, Resistance to Change, Limited Resources, Time Constraints, Complexity of Diverse Needs.
Methodology used: Differenciated instruction
Technology-based learning
Inquiry-based learning
Learning by doing
Reflection
Resources needed:

This good practice primarily relies on the following resources: Personnel:

  • Educators: The primary users of this good practice, responsible for conducting the analysis and implementing the recommendations.
  • School Management/Administration: May be involved in approving or supporting the implementation of recommendations.
  • Optional: SEN specialists or educational consultants could provide additional expertise and support.

Materials:

  • Diverse Courses Toolkit: This resource provides guidance on creating learner personas and selecting inclusive didactic methods.
  • DivCap Resources: The 7-Stage Model and Colour Print Model for Change, available on the DivCap website, are essential tools for the analysis process.
  • Classroom Observation Tools: Educators may use observation checklists or other tools to gather data for the mini case study.

Resources:

  • Time: Educators need dedicated time for reflection, analysis, and implementation of the recommendations.
  • Professional Development: Access to training or workshops on diversity and inclusion, learner personas, and inclusive teaching methods can be beneficial.

Technology (Optional): If virtual experiences are included, access to computers, the Internet, and relevant software or platforms may be required.

This good practice is relatively low-cost and adaptable to various educational settings. The most crucial resource is the educator's willingness to engage in self-reflection and adapt their teaching practices to create a more inclusive learning environment.
Link: https://www.diversitycapacities.eu/applied-diversity-awareness-workshop-curriculum/
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Title: Projeto Carreira
Good Practice Mission: An innovative pedagogical approach.
Specific goals of the GP:

Enhance students' personal skills and ease their transition from school to the job market, helping them develop their career.
Year:
Duration of the implementation: During the VET
Target group: Adult learners
Summary:

The Career Project is a program designed to enhance students' personal skills and ease their transition from school to the job market, helping them develop their career plans.

The Project is integrated into all EPATV professional courses and includes 17 sessions led by school community members (such as teachers, technicians, and psychologists from EPATV) as well as invited partners who cover specific topics.

The sessions cover the following topics:

  • Self-awareness
  • Talents
  • Motivation
  • Communication
  • Emotional intelligence
  • Teamwork
  • Problem solving
  • CV building
  • Creativity
  • Support for higher education applications
  • Information about military careers
  • Digital skills in the job market
  • Employment support measures
  • Financial education
  • Recruitment and selection
  • Participation in job fairs and training opportunities

The Carreira Project introduces an innovative pedagogical approach based on the following principles:

  • Student-centred: The project emphasizes active and collaborative learning, with the student at the core of the teaching-learning process.
  • Personalized: The project is tailored to the needs and interests of each class's work groups.
  • Contextualized: The project promotes contextualized learning by relating the content covered to the current professional and social reality.

The project's pedagogical evaluation involves using tailored evaluation questionnaires for each session, followed by an analysis and treatment of the results.

Student responses to the Career Project session evaluation questionnaires revealed their satisfaction with the project, highlighting the following positive aspects:

  • Relevance of the covered content: Students find the covered content relevant to their personal and professional training.
  • Learning methodology: Students value the active and collaborative methodology that promotes meaningful learning.
  • Usefulness of the project: Students believe the project benefits their transition to the job market.

This project is designed to align with the curriculum. It aims to foster the development of skills outlined in the Profile of Students Leaving Compulsory Schooling (PASEO), specifically in the areas of Citizenship and Development, with a focus on the World of Work and Entrepreneurship. The project emphasizes the following skills:

  • Social and civic skills: promoting autonomy, teamwork, and problem-solving.
  • Learning skills: encouraging learning and adapting to new situations.
  • Socio-emotional skills: fostering self-awareness, motivation, and communication. 

Space requisites:
Obstacles revealed?:
Methodology used: Technology-based learning
Group/collaborative learning
Kinaesthetic learning
Learning by doing
Game-based learning
Resources needed:
Link: http://www.epatv.pt/
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Title: PRESSE – Programa Regional de Educação Sexual em Saúde Escolar
Good Practice Mission: This GP contributes to the inclusion in the educational and curricular projects of schools in the North region of a structured and sustained sexual education program.
Specific goals of the GP:

This GP supports the implementation of sexual education in schools in a structured and sustained way, involving joint work between school health professionals and teachers; to contribute to reducing risk behaviours and increasing protective factors in relation to sexuality among students in the North region; to contribute to the inclusion in the educational and curricular projects of schools in the North region of a structured and sustained sexual education program.

This GP also looks to involve parents, guardians, non-teaching staff and the rest of the community, performing all these actors an active role in the development of this program.
Year:
Duration of the implementation: 1 academic year
Target group: Adult learners
Summary:

What is PRESSE:

PRESSE is the Regional Program for Sexual Education in School Health, promoted by ARS Norte, I.P., within the functional area of Health Promotion and Protection, of the Department of Public Health.

PRESSE supports the implementation of sexual education in schools in a structured and sustained way, involving joint work between school health professionals and teachers. It is a program implemented in public and private schools in the North region, in partnership with DGEstE Norte included in the educational projects of the schools' curricula. PRESSE is based on project methodology and interdisciplinary intervention. It is a unique program, with a registered trademark, whose differentiating characteristics are structure and sustainability, as well as permanent support for the health and education professionals who apply it.

Purposes:

  • Contribute to reducing risk behaviors and increasing protective factors in relation to sexuality among students in the North region.
  • Contribute to the inclusion in the educational and curricular projects of schools in the North region of a structured and sustained sexual education program.

Target population:

PRESSE's target audience is students and teachers in the 1st, 2nd, 3rd cycles of basic education and secondary education, also involving parents, guardians, non-teaching staff and the rest of the community, performing all of these actors an active role in the development of this program.

Intervention Measures:

PRESSE aims to facilitate the implementation of Sexual Education through the following intervention measures, which are defined regionally and applied locally:

  1. Training of school health professionals (doctors and nurses), teachers, and psychologists in human sexuality, sexual education, and pedagogical methodologies.
  2. Provision of pedagogical resources and materials to support the application of curricular content in sexual education across various levels of education.
  3. Promotion of initiatives such as competitions, exhibitions, and debate theatre to enhance sexual education in schools.
  4. Support for the establishment of Information and Support Offices for health education and sexual education.
  5. Assistance in engaging with families of students at PRESSE schools.

Sexual Education is a priority component of Health Education in School Health. PRESSE advocates for a comprehensive curriculum development model in Sexual Education, encompassing diverse content.

PRESSE emphasizes the involvement of teachers as facilitators of sessions with students, encouraging their active participation through interactive and participatory methodologies in sexual education.

PRESSE sessions are structured according to specific objectives and content tailored to different educational levels.
Space requisites:

None.
Obstacles revealed?:

The teachers must undergo training to lead the PRESSE sessions and include the topic in the class.
Methodology used: Differenciated instruction
Group/collaborative learning
Game-based learning
Resources needed:
Link: https://www.presse.com.pt/
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Title: PLNM – Português Língua Não Materna
Good Practice Mission: To promote a better and quicker inclusion of students from other countries who come to Portugal through the learning of Portuguese language..
Specific goals of the GP:

Ensuring that all students succeed in achieving their learning objectives, by improving the proficiency in Portuguese as this is not their mother tongue.
Year: 2021
Duration of the implementation: 1 year
Target group: Adult learners
Summary:

Principles for PLNM Functioning:

  1. PLNM students at beginner and intermediate levels should receive appropriate strategies based on their linguistic proficiency level.
  2. This is achieved through the development of a pedagogical monitoring plan aimed at enhancing knowledge and skills in the context of Portuguese, both as a subject of study and as a language used in schooling.
  3. For students who have recently entered the national educational system and are at the Initiation language proficiency level (A1, A2), the school, in collaboration with parents or guardians, may provide educational support to facilitate access to the curriculum.
    This could involve measures to support learning and inclusion, such as gradually integrating selected teaching activities into the curriculum based on the students' sociolinguistic profile and school career, and implementing other approved intervention projects.
  4. Internal assessment of PLNM students at initiation (A1/A2) or intermediate (B1) levels should be based on the Essential Learning of the respective levels, specific PLNM assessment criteria approved by the Pedagogical Council, and the pedagogical monitoring plans developed.
  5. The school, within its autonomy and educational project, should offer students additional activities to promote linguistic immersion, interpersonal relationships, school inclusion, and a sense of belonging. These activities may include tutorials, mentoring, clubs, and sports programs.
Space requisites:

This space should be comfortable, spacious (to allow individual work), with ICT (computers - to hear sounds, for example).
Obstacles revealed?:

Learning difficulties: difficulties; systematic adjustments, as the methodology/tools should adapt to the needs of each student/participant.
Methodology used: Differenciated instruction
Technology-based learning
Group/collaborative learning
Individual learning
Kinaesthetic learning
Game-based learning
Resources needed:

Mother language teacher (in our case, Portuguese teacher) with some knowledge in English and/or Spanish (for example);

A spacious room with computers;

Tools produced/adapted by each teacher according to the group (some pictures with letters, etc.)
Link: https://www.dge.mec.pt/portugues-lingua-nao-materna#inf
Tags:

Title: Art’Themis
Good Practice Mission: This program is based on a Freirean pedagogy, using educational games and artistic tools. This methodology allows us to understand the values, conceptions, experiences, and reality of the participants, valuing their contexts and creating spaces for them to carry out significant learning and be protagonists of social change.
Specific goals of the GP:

To raise awareness about the causes and consequences of gender and domestic violence; to promote values that encourage citizenship and equal participation in public and private life; to raise awareness about how gender inequality is processed, constructed, and reconstructed in everyday life; to bring about change and social transformation regarding this reality.
Year:
Duration of the implementation:
Target group: Adult learners
Summary:

ARt'Themis+ is one of several projects that UMAR (Alternative and Response Women's Union) has been developing to defend human rights, specifically women's rights, and promote gender equality. It is an intervention aimed at preventing gender- based violence.

This subsidized project is being developed in partnership with the Commission for Citizenship and Gender Equality (CIG) and the Secretariat of State for Citizenship and Equality. Its main objective is to raise awareness about the causes and consequences of gender and domestic violence.

The project aims to promote values that encourage citizenship and equal participation in public and private life, and to raise awareness about how gender inequality is processed, constructed, and reconstructed in everyday life. Ultimately, the goal is to bring about change and social transformation regarding this reality.

This program is based on a Freirean pedagogy, using educational games and artistic tools. This methodology allows us to understand the values, conceptions, experiences and reality of the participants, valuing their contexts and creating spaces for them to carry out significant learning and be protagonists of social change.

This project is being implemented in some specific areas in Portugal, such as Braga or Porto. EPATV is implementing the project since 2021, through sessions with theoretical exploration.

And debate of ideas, culminating in a final presentation. The sessions are based on artistic tools (film, music), which is to take what the participants like and reflect together on some messages. At the end of the project, participants are invited to create an artistic product on the theme of equality or human rights and present it to the community.
Space requisites:

A space to promote dialogue.
Obstacles revealed?:
Methodology used: Group/collaborative learning
Kinaesthetic learning
Game-based learning
Resources needed:
Link: https://feminista.pt/organizacoes/art-themis-umar
Tags:

Title: Inclusive and Innovative Problem Resolution
Good Practice Mission: To allow students with more learning difficulties to achieve the training objectives.
Specific goals of the GP:

Ensuring that all students succeed in achieving their learning objectives, albeit with some difficulties related to attention, comprehension problems, etc.
Year: 2021
Duration of the implementation: 1 month
Target group: Adult learners
Summary:

The implementation of a PBL (Problem- Based Learning )pedagogical experiment intended to understand how 2nd year students of engineering programs of Aeronautics and Materials Sciences applied mathematical contents to problem solving, specifically as regards geometrical modelling of an object and calculating its volume and center of mass resorting to triple integrals.

This didactic methodology allows us to break down barriers and encourage students to work in groups to solve a problem. With the presence of practical cases, they are able to apply the theoretical content in an improved way.

It is a qualitative methodology used, being a study whose importance consisted in a pedagogical experiment, which drove students to problematization, research and interdisciplinarity. At the end, they conclude that this experiment has contributed to fostering the motivation and efficiency of significant learning of calculus contents.

Students considered they were stimulated to use contents taught in class, deeming it an excellent initiative, which led them to escape the usual format of teaching and proved to be quite effective in grasping and applying knowledge, an initiative that should be maintained.

Together, as a group, students reflected on the work done, identifying difficulties and skills developed, and the lecturer recorded their thoughts. Regarding the skills developed, students pointed out: work autonomy, development of special visualization compared to what they are used to seeing merely on paper.

We believe that applying this method through didactic activities allows the creation of a learning environment in which students are invited to research problematic situations derived from actual reality, and acquire and apply contents as well as establish links between the different curricular units.

The digital medium, by itself, arouses young people’s interest. The educational software can be important to obtain pedagogical tools for the teaching-learning process, so that the use of these resources signs a way to boost teaching and motivation to learn different areas, such as mathematics. Many digital resources have the possibility to provide new discoveries, expediting numerical algorithms and thus enabling the focus to be placed on the process as well as on the observation and analysis of results.

For this reason, the use of digital tools will be stimulated in the activity created in this pedagogical experiment. PBL has been implemented with great success in different areas of education, science and medicine. Therefore, there is great need to assess the level of quality and achievement of the challenge derived from using it. Nevertheless, often, conducting that assessment becomes an obstacle to its implementation, due to the lack of information and feasible methods for a fair and balanced assessment.
Space requisites:

Open space and with free space.
Obstacles revealed?:

Limited time and participants.
Methodology used: Technology-based learning
Group/collaborative learning
Kinaesthetic learning
Learning by doing
Game-based learning
Resources needed:
Link: https://www.ijses.net/index.php/ijses/article/view/43/pdf
Tags: