How do I know I got it right? Inclusive pedagogy in action

Author(s):

Lani Florian(presenting / submitting)

Conference:

ECER 2013

Network:

04. Inclusive Education

Format:

Paper

Session Information

04 SES 04 B, Teacher Learning

Paper Session

Time:

2013-09-11

09:00-10:30

Room:

D-501

Chair:

Dóra S. Bjarnason

Contribution

In recent years, the concept of inclusive pedagogy, also referred to as the inclusive pedagogical approach (Florian & Black-Hawkins, 2011; Florian, 2010; Florian & Kershner 2009) has emerged as an innovative response to individual differences between students that avoids the marginalisation that can occur with differentiation strategies that are designed for individuals. By focusing on how achievements in learning are realised through participation in the community of a classroom, the inclusive pedagogical approach acknowledges individual differences between learners but avoids the problems and stigma associated with marking some learners as different.

This paper presents the emerging findings of a recent study designed to extend current work on inclusive pedagogy by developing a deeper understanding and clearer articulation of the role of pupil voice in self-assessment of learning, and teachers’ use of this information as an aspect of inclusive pedagogy.

Method

The research was designed to capture empirical evidence of respectful conversations about learner self-assessment as well as qualitative evidence of classroom practice using the LOCIT process (Lesson Observation and Critical Incident Technique, Coyle et al., 2010). LOCIT is an innovative ‘bottom-up’ approach to collecting evidence based on the principle of practice-based evidence that is determined by teachers and pupils. Using video cameras, students and teachers recorded examples that they felt captured important moments of classroom practice. These were uploaded into a digital database that was annotated with reflections about the events that were recorded. Seminars with researchers and teachers from two schools supported the data analysis and helped the research team to articulate the ways in which the teachers used what they had learned from the students in planning further learning opportunities that met the standard of the inclusive pedagogical approach (providing for all learners without marginalising some).

Expected Outcomes

Specific examples of inclusive pedagogy based on research focusing on how teachers can use what pupils tell them about their learning are contributing to a robust articulation of the concept of inclusive pedagogy. The approach that is emerging from this approach demonstrates how teachers can both respect and respond to human differences in ways that include learners in, rather than exclude them from, what is ordinarily available in the daily life of the classroom.

References

Coyle, D., Hood, P., & Marsh, D. (2010) CLIC content and language integrated learning pp 69-72. Cambridge: Cambridge University Press Florian, L. & Kershner, R. (2009) Inclusive Pedagogy. In H. Daniels, H. Lauder and J. Porter (Eds.) Knowledge, values and educational policy: A critical perspective, pp. 173-183, London: Routledge. Florian. L. (2010) The concept of inclusive pedagogy. In G. Hallett & F. Hallett (Eds.). Transforming the role of the SENCO, pp 61-72. Buckingham: Open University Press. Florian, L. & Black-Hawkins, K. (2011) Exploring Inclusive Pedagogy. British Educational Research Journal, 37(5), 813-828. doi: 10.1080/01411926.2010.501096

Author Information

Lani Florian (presenting / submitting)

University of Edinburgh

Education

Edinburgh

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