#Two parts of principle of inclusion how to
#Two parts of principle of inclusion Offline

When students come to class having studied the materials, instructors can have plenty of time to elaborate on the content without having to go over everything from scratch. “Preparation is half the job” - said Dan. The Flipped Classroom Learning Journey Step 1: Activating asynchronous engagement during before class preparation This graphic details in 11 steps how the journey from the start to finish of a course can be supported by FeedbackFruits pedagogical toolsuite.įigure 1.

That’s why the FeedbackFruits team created the “Flipped Classroom journey” to show how you can maximize the benefits of our tool suite in the Flipped Classroom model. And to even further capitalize on active knowledge uptake, application, collaboration, and reflection, all FeedbackFruits tools can be used together in harmony. Using a FeedbackFruits tool is a solution to tackle a course design challenge, such as enabling collaboration with Group Member Evaluation or using Interactive Study Material to ensure student engagement prior to class.

The challenge then remains: How do we keep students engaged and activated throughout the whole course? They are much less engaged in learning after the first few weeks, then picked up again towards the end when the exam period starts. Student engagement tends to fluctuate throughout the course.

#Two parts of principle of inclusion how to

How to incorporate FeedbackFruits' tools to support the Flipped Classroom model However, teachers can combine different tools in harmony to maximize the effectiveness of different teaching approaches. Each tool, if used individually, supports specific learning activities or assessment like peer review, reading comprehension, or online discussion. By working closely with institutions worldwide, the team developed a suite of 14 pedagogical tools, allowing instructors to facilitate different learning activities in any course modalities. And technology provides the tools to support educators - the driving force behind pedagogy in achieving the higher education we deserve. So how can instructors implement flexible and inclusive pedagogy that increase visibility, transparency include formative and programmatic assessment give opportunities for meaningful peer learning and collaboration at the same time foster lifelong skills utilize pedagogical technology effectively, and cater to students’ wellbeing?Īt FeedbackFruits, we believe in the power of innovative pedagogical practices in driving educational transformation. In other words, flexible and inclusive pedagogy should be the key to facilitating a fruitful learning experience for students in the future and beyond. It is high time that institutions work towards achieving “the higher education we deserve” – a learning environment where students are the knowledge owners, instructors become the facilitators, and faculties remain agile and flexible to any changes needed. That is, students have fewer opportunities to engage in meaningful interactions with teachers or their peers, which hinders the development of lifelong skills such as critical thinking, collaboration, feedback delivery and reception, and so on. Traditional one size fits all model of teaching no longer works in this situation, it instead just amplifies the division between high and low performing students.Īll these factors eventually culminated in what we call the crisis of inclusive engagement. Isolation and exclusion of students is another part of this problem.

#Two parts of principle of inclusion Offline

Another issue is corrosion of the learning community, arising from the limitation in time to check in with each student or provide direct feedback as compared to offline classrooms. This uncertainty then leads to lack of support for both instructors and students, which eventually resulted in burnout and stress. How can you tell where you are in the learning trajectory, let alone give personal guidance to each student while facilitating meaningful learning experiences.” - Dan Hasan “Especially in group assignments, it is impossible to gauge the dynamics.

At the same time, the lack of visibility or physical interactions reduces student engagement, leading to decreased academic performance. Unpredictable variables happen that could disrupt students’ learning, like poor Internet connection can lead to students missing important classes. Having to adapt to different course modalities (online, hybrid and blended) contributes to the negative impact on teaching and learning. Upon opening the webinar, Dan immediately pointed us to the fact that the pandemic has amplified the pre-existing gaps in our current educational practices, thus leading to 4 major issues, starting with the state of uncertainty.