Good Practices of Didactical Methods Database

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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