Creative teaching techniques to promote inclusive education - TENERIFE (Spain)

You can find more information at www.tenerifecourses.com and by email at tenerifecourses@gmail.com

In this course teachers will acquire new learning-by-doing and art-based teaching tools. They will develop their personal and social skills in order to understand and adapt to the realities of their disadvantaged learners such as migrants, refugees, asylum seekers and learners from low socio-economic backgrounds.

COURSE OVERVIEW

This training course is for teachers who want to learn about different alternative methodologies that can be used to adapt teaching to the needs of learners from vulnerable backgrounds. Teachers will learn how to apply various active learning methods in order to promote inclusion, tolerance, diversity and critical thinking. They will learn low-budget exercises and experiments that can be used to increase motivation, engagement and sense of belonging of learners, irrespective of their cultural, ethnic, socio-economic background or educational level. These active learning methodologies are adequate for teaching learners in their second language, multicultural classrooms or marginalised learners, as they focus on learning-by-doing and interactive exercises in small groups.
The nature of this course is highly practical and hands-on, so the participants will experience the creative techniques themselves, while also reflecting on how to apply them to their context.

OBJECTIVES

Increase self-awareness about the realities of the different types of disadvantaged learners.
Learn how to identify and reflect on the needs of vulnerable learners.
Reflect on marginalisation, isolation, learning in the second language and multiculturalism.
Understand how to apply active learning methodologies with disadvantaged learners.
Learn how to deliver low-budget exercises that increase motivation and engagement.
Acquire knowledge on how to promote tolerance, diversity and critical thinking.
Exchange best practices on how to handle difficult situations with learners and families from vulnerable backgrounds.
Get inspired on how to encourage a stimulating and open learning environment and foster collective learning.

TARGET AUDIENCE
Teachers (pre-school, primary, secondary, vocational, adult education centres), teachers trainers, school leaders and other school staff and professional workers that work with learners from disadvantaged backgrounds.


TRAINING ACTIVITIES

Day 1 – Monday – Inclusive education

Welcome to the course and presentation of EDUPLUS Association
Ice-breaking: Getting to know each other.
Preliminary reflections: What is inclusive education? Understanding the realities of disadvantaged learners
Group dynamics: Building group cohesion and trust.
Practical activity: Applying critical thinking and empathy for vulnerable learners.
Group work: Analysis of the needs of vulnerable learners
Exchanging good practices on how to handle difficult situations with learners from vulnerable backgrounds.


Day 2 – Tuesday - Active learning in inclusive education

Group reflections: How can we apply active learning for inclusive education?
Exercises: How to focus on learning by doing than speaking/writing
Role play: learning in the second language in multicultural classrooms
Group dynamics: Reinforcing trust and respect
Group work and reflection: Marginalisation and isolation
Reflection exercises: How can I apply active learning in my class?


Day 3 – Wednesday – Study visit

Study visit at an NGO specialised in working with learners from socio-economic vulnerable backgrounds and learners with special needs (autism, Down Syndrome etc).
Presentation of the Prevention and Protection programs
Exploring alternative approaches to social inclusion: creativity in a diversity of dimensions
Workshop with natural materials - experiential learning outdoors
Bio-construction as a social and educational tool to promote social inclusion
Reflections: How can I adapt the key learnings in my work?


Day 4 – Thursday – Drama as a tool for inclusion

Warm up and team building exercises
Presentation of adapted theatre and drama methodology
Group exercise: boosting self-confidence and self-expression.
Creative techniques to promote social inclusion among disadvantaged learners
Drama: Removing fears and getting out of the comfort zone
Roleplays and exercises: Practising empathy, empowering learners.
Group reflections and discussions on the improvisation theatre methodology in class



Day 5 – Friday – The power of communication

Challenge in pairs and reflection: Non-verbal and paraverbal communication
Exercise in pairs: The importance of eye-contact
Exercise: Expressing emotions through music
Using dance and body movement exercises in multicultural classrooms
Practical work: collage technique as a tool to understand the realities of disadvantaged learners
Group reflection: How can I adapt an art-based teaching approach in my teaching?
Summary of key learning points
Final course evaluation and feedback
Validation of learning outcomes and handling certificates


METHODOLOGY

We tailor our working methods based upon the participants‘ needs and professional profiles in order to ensure easier adaptability and application of the tools to real life.
Our standard methodology is based on active learning; it is highly participative and practical. We have a hands-on approach that comprises group exercises, role plays, experiments, case studies and simulation exercises. We use collaborative learning techniques to foster the exchange of good practices and collective learning.
The pedagogical methods used in this training course are based on experiential learning and learning by doing, Inquiry Based Learning and art-based teaching. Our focus is on showing the participants how the learners’ motivation increases when they become the actors of their own learning because the teacher takes the role of facilitator or learning guide. Thus, the participants get the chance to experience for themselves the benefits of the active learning methodology at the same time as learning how to apply it in their classroom.
Energizers, games and group dynamics are foreseen daily in order to ensure a positive energy and a cooperative learning climate in the group.
Group reflections and daily brief feedback sessions are planned to help adapt the learning programme to the specific needs of the participants.