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Collaboration to Improve Learner Outcomes. Pepeha. 8.2 Students. A.9 Culture and learning environments. Old Sun Anglican Aboriginal School, Southern Alberta: note the Union Jack on the board at the back A.9.1 The importance of culture Within every learning environment there is a prevailing culture that influences all the other components.

In most learning environments, culture is often taken for granted or may be even beyond the consciousness of learners or even teachers. I will try to show why faculty, instructors and teachers should pay special attention to cultural factors, so that they can make conscious decisions about how the different components of a learning environment are implemented. Although the concept of culture may seem a little abstract at this stage, I will show how critical it is for designing an effective online learning environment, A.9.2 Defining culture I define culture as the dominant values and beliefs that influence decision-making. A.9.3 Identifying cultures A.9.4 Culture and learning environments.

Pasifika learners. Chapter 11. Chapter 11: Inclusive education 19In almost every country, inclusive education has emerged as one of the most the dominant issues in the education of SWSEN. In the past 40 years the field of special needs education has moved from a segregation paradigm through integration to a point where inclusion is central to contemporary discourse. Increasing Inclusivity in the Classroom. Print Version by Andrew Greer, Graduate Teaching Fellow The goals of this teaching guide are threefold: 1) to discuss the importance of inclusivity in the classroom, 2) to present examples of teaching more inclusively, and 3) to provide additional resources for further guidance.

Increasing Inclusivity in the Classroom

Why is inclusivity important? Diversity. Culturally Responsive Teaching. Inclusive Teaching Resources and Strategies. 4.3 Enabling culturally appropriate and relevant learning environments : Doing Better for Māori in Tertiary Settings. “…at the heart of successful education for all Māori learners is the provision of a culturally responsive environment” (Kāhui Tautoko Consulting Ltd, 2012a, p.19).

4.3 Enabling culturally appropriate and relevant learning environments : Doing Better for Māori in Tertiary Settings

There is a strong understanding across the literature that Māori learners are more likely to engage and persist with their studies when they feel that they are a central part of the learning environment, and that they belong. This is particularly important for learners who have experienced being on the margins educationally and socially. Māori learners are more likely to feel a part of the institution if it is culturally relevant to them (Phillips and Mitchell, 2010; Kāhui Tautoko Consulting Ltd, 2012a; Tahau-Hodges, 2010). The construct of whānaungatanga is intrinsic to a sense of belonging in the tertiary education environment. 4.3 Enabling culturally appropriate and relevant learning environments : Doing Better for Māori in Tertiary Settings.

Culturally responsive learning environments / Pedagogy / The arts / Home - Senior Secondary. Teachers of the arts create culturally responsive learning environments and contexts for all students if they recognise, reflect and validate their history, cultures, and worldviews in the classroom curriculum.

Culturally responsive learning environments / Pedagogy / The arts / Home - Senior Secondary

The culturally responsive pedagogies used in this guide were developed by the arts writing team and advisors from the University of Auckland to provide teachers with strategies to engage all students in learning. They are about valuing diversity as an asset, and validating culture, language and identity as essential to learning success. They recognise several factors informing education and influencing educational outcomes.

These are:

Te Tirito o Waitangi (Treaty of Waitangi)

Diversity. Developing an inclusive classroom culture. Representing identity as an onion - Intercultural Communication - Shanghai International Studies University (SISU) Inclusion / Principles. This section draws together research, digital resources, and examples to support schools as they consider the inclusion principle.

Inclusion / Principles

Inclusion is one of eight principles in The New Zealand Curriculum that provide a foundation for schools' decision making. The principle of inclusion can be used to guide formal curriculum policy and planning, classroom programmes, and teaching practice. The curriculum is non-sexist, non-racist, and non-discriminatory; it ensures that students’ identities, languages, abilities, and talents are recognised and affirmed and that their learning needs are addressed.The New Zealand Curriculum, p. 9. The principle of inclusion applies to all students in all New Zealand schools. Knowing your students is key to creating a more flexible environment that supports all learners, where barriers to learning are minimised.

CTI - Incorporating Diversity. Incorporating diversity involves designing your course with varied course materials, teaching methods and learning activities that accommodate a diverse group of students with a range of learning styles, abilities, experiences, and cultures.

CTI - Incorporating Diversity

It may also mean that issues of diversity are part of the course learning outcomes and topics related to diversity are embedded within the course content. Brown, S. C. (2010). Students as cultural beings. CTI - Inclusive Teaching Strategies. Inclusive teaching strategies refer to any number of teaching approaches that address the needs of students with a variety of backgrounds, learning styles, and abilities.

CTI - Inclusive Teaching Strategies

These strategies contribute to an overall inclusive learning environment, in which students feel equally valued. Why use inclusive teaching strategies? “Even though some of us might wish to conceptualize our classrooms as culturally neutral or might choose to ignore the cultural dimensions, students cannot check their sociocultural identities at the door, nor can they instantly transcend their current level of development… Therefore, it is important that the pedagogical strategies we employ in the classroom reflect an understanding of social identity development so that we can anticipate the tensions that might occur in the classroom and be proactive about them” (Ambrose et. al., 2010, p. 169-170).

Inclusive practices. Inclusive Practice and the School Curriculum Ko te ākonga te pūtake o te ako.

Inclusive practices

Inclusive Teaching Practice. Tip motivational framework. CTI - Building Inclusive Classrooms.