For me, inclusion is active. It means constantly ensuring that everyone, regardless of who they are, feels valued, accepted, represented, supported in, and a part of every environment. When inclusion is an active part of the classroom, it is like all the pieces of the puzzle have come together. When inclusion is not present, our puzzle will remain incomplete. Inclusion is an "all or nothing" mentality for me and is not solely for the classroom. It ought to be integrated into every aspect of a child's life, which is always easier said than done. However, as a teacher, I feel that it is my responsibility to cultivate and inspire inclusion within the classroom so that every student can carry that same attitude with them beyond the four walls of the class.
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CAST’s model of UDL
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Three Block Model (TBM)
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The TBM model was developed by Dr. Jennifer Katz in Canada. It focuses on factors research has demonstrated are key for academic and social inclusion, and weaves together Social Emotional Learning (SEL) and Universal Design for Learning (UDL) to create inclusive learning environments.
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Problem-Based Learning (PBL)
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Problems are presented to students at the beginning, before students actually have the knowledge needed to propose solutions to them. In the process of engaging with the problem learners develop skills around finding information, identifying what information they still need and possible sources of that information. Once information is gathered, students consider possible solutions, different perspectives, worldviews and impacts of those solutions, and design/propose what they believe to be the best product/proposal. Learners are able to connect what they are learning in class to their own lives, to different professions, and important issues in their world. As well, PBL allows students to discover what various professions involve – e.g. what an architect does, what a chemist does, and so forth.
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The Planning Triangle
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The planning triangle is a fourth tool used to design learning experiences for diverse learners. It operates on the idea that teachers decide what the core instructional goal is for all students, and then offer layers of complexity to challenge students to go deeper.
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Land and Place Based Learning
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Land based learning connects curriculum to Indigenous worldviews and ways of life. It utilizes an environmental approach to learning and is based in the belief that we learn through our experiences, particularly with the natural world, and we form identity and connection through interaction with other living things and the land. Our bodies and senses were designed to process information from the environment, so we are able to understand on a deeper level, what might otherwise seem out of context (for instance, mathematical concepts and skills), when they are learned through applied experiences.
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