FINAL QUESTIONNAIRE FOR TEACHERS TRAINING COURSE - be-ineducation

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 school environments and tackle early school leaving (ESL)

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Course Description

Enrolment Form for the Digital Training Course

ENTRY QUESTIONNAIRE FOR TEACHERS

Video - 00:00 mins

Topic 1: Model of Intervention

Inclusive Education and SEL

Video - 00:00 mins

Ourselves and Others: Feelings and Perceptions

Video - 00:00 mins

"Nobody is Normal" by Childline

Video - 00:00:00 mins

"The Box (La Boîte)" by ESMA

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

Video - 00:00:00 mins

BlendSpace Tutorial

Video - 00:00:00 mins

The Model of Intervention

Video - 00:00 mins

Topic 2: Inclusion, SEL and Curriculum

How Inclusive Am I? Experiences and Reflections of a Teacher

Video - 00:00 mins

Pre-viewing questions

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Video - 00:00:00 mins

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Post-viewing Questions

How Inclusive am I? Inclusive Education and SEL

Video - 00:00 mins

The SEL Framework

Video - 00:00 mins

How can i introduce socio-emotional learning in curricula?

Video - 00:00 mins

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

What is Scaffolding?

Video - 00:00 mins

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

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Socio-emotional Scaffolding

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Multiple Choice Quiz

Topic 4: Mentoring and Scaffolding

The Mentoring Tool

Video - 00:00 mins

Mentoring, SEL and Scaffolding (1)

Video - 00:00:00 mins

Mentoring, SEL and Scaffolding (2)

Video - 00:00:00 mins

What are the Competencies of a Mentor?

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Topic 5: The Stratified Teaching Unit

The Stages of the Stratified Teaching Unit

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The Stratified Teaching Unit

Video - 00:00 mins

Join the word to its definition

Topic 6: Examples and Best Practices

Examples and Best Practices: An Introduction

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Stratified Teaching Unit "Environment and I", Step 1

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Stratified Teaching Unit: "Environment and I", Step 1 Video

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Stratified Teaching Unit "Environment and I", Step 2-7

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Stratified Teaching Units: More examples

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

Preparation and Class Needs

Video - 00:00 mins

STEP 1: Motivation

Video - 0:05 mins

STEP 2: Input Presentation

Video - 0:05 mins

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STEP 4: Practice

Video - 0:06 mins

STEP 5: Language

Video - 0:05 mins

STEP 6: Follow-Up

Video - 0:05 mins

STEP 7: Assessment

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Create your own Stratified Teaching Unit

Topic 8: Guidelines for Experimenting

Additional Resources and Material

Video - 00:00 mins

Training Course Evaluation

Evaluation and Feedback

Video - 00:00 mins

Training Course Satisfaction Survey

Video - 00:00 mins

FINAL QUESTIONNAIRE FOR TEACHERS TRAINING COURSE

Video - 00:00 mins

Announcements Course Info

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*

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

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

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

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

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

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I mainly use the frontal lesson*

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

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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)*

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

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

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

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

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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*

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

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

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

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

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

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

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