FINAL QUESTIONNAIRE FOR TEACHERS TRAINING COURSE – be-ineducation

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Enrolment Form for the Digital Training Course

ENTRY QUESTIONNAIRE FOR TEACHERS

Topic 1: Model of Intervention

Welcome on board! This topic will share some common views about inclusion and SEL and explain our model of intervention. Every teacher is aware of the importance of both inclusion and SEL in the teaching/ learning process. The aim of this module is to share our common knowledge and present our experience in the field.

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Inclusive Education and SEL

Ourselves and Others: Feelings and Perceptions

“Nobody is Normal” by Childline

“The Box (La Boîte)” by ESMA

“Doll Test: The effects of racism on children” by Lavarone L and Durso R. (2016) (Fanpage .it)

BlendSpace Tutorial

The Model of Intervention

Topic 2: Inclusion, SEL and Curriculum

Welcome to Topic 2! This topic begins with your experience as a teacher/educator and invites you to reflect deeper on some of the main features presented in topic 1 before moving on to the next section of this course.

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How Inclusive Am I? Experiences and Reflections of a Teacher

Pre-viewing questions

Post-viewing Questions

How Inclusive am I? Inclusive Education and SEL

The SEL Framework

How can i introduce socio-emotional learning in curricula?

Exercise 1: Fill in the blanks with concepts introduced in topic 2 (non-scaffolded activity)

Exercise 2: Fill in the blanks with the words provided (scaffolded activity)

Topic 3: Teaching Techniques for Stratified (Multilayered) Teaching Units

Welcome to Topic 3! The exercise you have just completed at the end of the second topic is an example of scaffolding. It is an important part of SEL and inclusion in education. Here we will deepen our understanding of the concept and use of scaffolding in education. At the end of this module, we will move on to the teaching unit creation. Ready?

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What is Scaffolding?

Types of Scaffolding: Verbal, Content and Learning process/Emotional Scaffolding

Socio-emotional Scaffolding

Multiple Choice Quiz

Topic 4: Mentoring and Scaffolding

Welcome to Topic 4! In this topic, we will learn more about the role of the "Mentor" within the school environment and share resources that will deepen your understanding of the mentoring methodology and examples of its application in lesson plans.

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The Mentoring Tool

Mentoring, SEL and Scaffolding (1)

Mentoring, SEL and Scaffolding (2)

What are the Competencies of a Mentor?

Topic 5: The Stratified Teaching Unit

Welcome to module 5! In this module, we will deal with the teaching unit phases. Nothing new for a teacher! The important thing is to purposefully plan inclusive and SEL-related activities to close gaps and empower students emotionally. Remember, socio-emotional learning is deeply connected with the way teachers deal with and interact with the class, the activities they choose, and the interactional schemes they propose.

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The Stages of the Stratified Teaching Unit

The Stratified Teaching Unit

Join the word to its definition

Topic 6: Examples and Best Practices

In this topic, you will be guided through the different stages of a stratified teaching unit through one example. Do not be afraid to follow the steps. Included in the material on this topic are also examples of stratified teaching units that are made available in a downloadable format for you to use as inspiration or adapt to your needs after the completion of this course. Before introducing you to the units, you will find an example of a class observation according to inclusive and SEL teaching.

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Examples and Best Practices: An Introduction

Stratified Teaching Unit “Environment and I”, Step 1

Stratified Teaching Unit: “Environment and I”, Step 1 Video

Stratified Teaching Unit “Environment and I”, Step 2-7

Stratified Teaching Units: More examples

Topic 7: Workshop: Create your own Stratified Teaching Unit based on the principles of SEL

In this topic, we will work together in creating a teaching unit of your choice, by guiding you through the various stages of lesson creation, step by step. You will be provided with a downloadable “Teachers’ Template” to collect your thoughts and work on your unit.

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Preparation and Class Needs

STEP 1: Motivation

STEP 2: Input Presentation

STEP 4: Practice

STEP 5: Language

STEP 6: Follow-Up

STEP 7: Assessment

Create your own Stratified Teaching Unit

Topic 8: Guidelines for Experimenting

In this unit you will find additional resources and a compilation of material.

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Additional Resources and Material

Training Course Evaluation

This is the final step before the completion of the BE-IN teacher training course. It includes teachers' satisfaction questionnaires and certification.

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Evaluation and Feedback

Training Course Satisfaction Survey

FINAL QUESTIONNAIRE FOR TEACHERS TRAINING COURSE

Inclusion and SEL: better together! Innovative learning processes to create inclusive European school environments and tackle early school leaving (ESL)

FINAL QUESTIONNAIRE FOR TEACHERS TRAINING COURSE

Inclusion and sel: better together! Innovative learning processes to create inclusive European schools environments and tackle early school leaving

"*" indicates required fields

(answers 1 to 5 where 1 is the minimum and 5 is the maximum)

I work with the class group applying the same teaching method for all*

1

2

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5

I consider the students' starting points when I have to build a specific task*

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5

I prepare the teaching and/or assessment materials starting from an average general difficulty of the class*

1

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5

If I divide the class into homogeneous groups, I risk facilitating only the best performing groups*

1

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5

If I diversify the teaching and/or assessment actions, my students will not achieve all the same learning*

1

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5

I use very different materials on the same topic depending on the starting level of the kids*

1

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5

I mainly use the frontal lesson*

1

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5

Students with different cultural backgrounds, specific learning needs or emotional issues will always have extra difficulty getting to the standards*

1

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5

Teaching activities are shared and used at the classroom council level( teachers of the same classroom define and share common strategies and methodologies of teaching adopting a interdisciplinary approach)*

1

2

3

4

5

School inclusion can help children integrate socially but does not have a direct impact on learning*

1

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3

4

5

I often involve children from higher grades to support the teaching action*

1

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5

High performers are bored when there are large disparities in starting levels in the class*

1

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5

The disparities that exist within the class group (starting levels) makes teaching programming difficult*

1

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5

Low performance students show anxiety and frustration when faced with a task High performance students often show performance anxiety, unwillingness to collaborate and too much attention to the grade*

1

2

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5

Students with difficulties are usually lazy and unmotivated to face a specific task*

1

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5

If I simplify the work for vulnerable students, even if they get to learning they will still feel less good than the other classmates*

1

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3

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5

I build activities that involve the use of inclusive communication methodologies*

1

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5

I pay close attention to the socio-emotional level and well-being of students and use activities to improve it, if necessary*

1

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5

I consider motivation the most important phase of a learning unit*

1

2

3

4

5

Do you think this course could help you deal with complex situations in the classroom?*

1

2

3

4

5

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Mark as completed

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.(Project Code:2021-1-IT02-KA220-SCH-000032833)

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