SOIL Seminar Graz 04.-06. Mai 2017
Our project is based on the idea that there has to be a bundle of measures to improve inclusive learning. This is why we have focused our project on four central methods:
- a change in the structure of schools, E.g.: Schule im Aufbruch
- concepts, that work more with digital media and focus more on individual teaching like RIX and digitales Arbeiten
- and further a simplified language, in our project represented by capito
General seminar design:
Our demand for the seminars design is made of two main requierements:
On one hand we wanted to include all methods of our project every day, we believe they shouldn’t be separated, so that the participants can experience them.
On the other hand we wanted teachers to take part as flexible as they can. They were able to participate for half days, full days or even more than one day. This flexibility resulted in a changing number of participants during the seminar and also meant that there were new participants every time, which had to learn the basic requirements first. We planned these general conditions beforehand.
Each day had a designated theme, which used all the practices of our methods.
The seminar days were closed with a segment of evaluation, in which the teachers were supposed to choose the most interesting and most relevant issues and furthermore reflect how they could use it in their own class.
Day 1: Inclusive learning spaces
Day one focused on creating more inclusive learning spaces. How does the schools structure have to change, to ensure a better and more individual learning environment for the students? The main focus of the day was the concept of “Lernbüros” by Schule im Aufbruch and the related different time and space structures.
We started with our own experience of diversity. Each group, including our seminar group, is made up of individual experience, knowledge, wishes and believes. We wanted our participants to experience and feel this.
We took the concept of Schule im Aufbruch and added the idea of a digital learning space. How can we establish the use of eLearning and LearningApps in schools?
In addition to this we talked about different language areas we move in and their influence on learning. This does not just include handicapped students, but also students with a migration background, who bring their own language background into the classroom. How do we have to phrase texts, that can meet this heterogeneity?
Day 2: Individualized learning
At day two we started with an one hour webinar titled “personalized learning” by RIX in London. They presented several digitals tools which simplifies an individual way of teaching and learning. Afterwards some of these tools could be tried directly by our seminar group. In the afternoon we introduced some more tools to improve especially the digital way of teaching. Using iPads or seminar participants were able to try these tools and to create some ideas for their own class. Second focus for the day was to simplify texts in an individual way. Texts could be simplified on different levels. By teaching our seminar group how to do this, they reflected their own language level.
Schule im Aufbruch focused on the 4 pillars of education: learn how to get knowledge, learn to act, learn to live together, learn to be. Based on their matrix “formats for potential development” the seminar participants create own ideas for their classes. Furthermore we discussed subjects as working in projects, tutor talks and also the course “challenge” by Schule im Aufbruch.
Day 3: Create own learning materials
On day 3 there were less participants because of a Saturday. But this day was dedicated to shape own learning material. That’s why we started by simplifying texts. For those participants who came the second or even third time, they were able to write texts on different levels. For those who came the first time, they learned to write in a simple way.
Based on these texts we focused on how to visualise and how to layout learning materials. What is important concerning font size, line spacing and line length? How to use pictures in a way they support understanding? Finally the seminar group creates own work sheets for their students based on this knowledge. Even here they worked on iPads and used digital tools.
Each day was closing with our online - evaluation. Of course we asked how satisfied our participants were. But first of all we wanted to know, which method fits for their students and what are the next steps for them to use one of the methods in class.
The results of this evaluation are not to be named here in detail but are to read elsewhere.