CURSO PRESENCIAL: THE EQUALITY, DIVERSITY AND INCLUSION (EDI) DEPARTMENT IN BILINGUAL SECONDARY CLASSROOM
The course provides support and advice to teachers and other staff in relation to students with specific learning and or medical needs. It also provides training sessions, resources, and teaching materials as well as fostering an inclusive culture in all teaching centres and off-site schools through projects and materials that raise awareness and celebrate inclusion.
Educators can have a positive impact in helping learners’ reach their full potential in the bilingual classroom. Inclusive teaching practices put the learners at the centre. Designing lessons bearing in mind all of our learners’ needs, reduces the number of adjustments necessary to make the curriculum accessible to all pupils.
Ficha de actividad
- Inspectores de Educación
- Catedráticos de Ens. Secundaria
- Profesores de Ens. Secundaria
- Profesores de Secundaria de Ens. Concertada
- Dirección Área Territorial
- Todas las DAT
- Líneas prioritarias
- Actualización e innovación metodológica
- Atención a la diversidad
- Actualización e innovación metodológica
- Centro organizador
- Subdirección General de Bilingüismo
- Departamento/Asesoría organizador
- Asesoría de la S. G. de Bilingüismo
- Duración del curso
- Horas totales
- Horas presenciales
- Horario sesiones / Hitos
- Nº plazas
- Lugar de desarrollo del curso
Centro Territorial de Innovación y Formación (CTIF) Madrid-Capital (C/. Limonero 28 -28020 Madrid)
- Asesor responsable
- Corinne Michelle Pitiot (firstname.lastname@example.org)
Gillian has been an ESL teacher and examiner for over 30 years. She is a Special Educational Needs & Disability Coordinator for the British Council. She has delivered sessions in the area of inclusion and language learning for state-school teachers. Her research interest is in inclusive teaching strategies, materials and assessment adaptations for learners with special educational needs.
Elsa has been a young learner teacher for over 10 years. She is a Special Educational Needs & Disability Coordinator for the British Council. She is a teacher trainer in the area of inclusion and language learning in a bilingual context. Her research specialises in classroom practices and inclusion in bilingual programmes.
-To establish the principles of inclusive teaching in a bilingual education context.
-To understand best practice in inclusive planning for learning.
-To learn about strategies for identifying and planning to remove general barriers to learning.
-To explore specific learning difficulties: communication and interaction; cognition and learning; social, emotional and mental health and sensory and/or physical needs.
-To identify the needs of children with literacy difficulties through case studies and provide support and tool to meet their needs: assessment for learning, differentiation, literacy support.
-To maximise the resources available: materials, language assistants, ICT.
This course will focus on day-to-day examples that will provide teachers with the ability to plan a lesson paying attention to diversity, identifying individual needs, and making reasonable adjustments. This will be done making the most of the resources available: teaching materials, ICT and language assistants. The applicants will be provided with an array of supplementary resources to continue broadening their knowledge in their own time.
In this course we will learn about strategies to identify and remove general barriers to learning. We will explore the most common specific learning difficulties, identify the main needs that these students may have and present tools to meet them.
Areas of learning:
- Good teaching practice for inclusion
- Differentiation and reasonable adjustments
- Specific learning needs
- Literacy support
- Maximising your resources
The course will:
-consist of tutor-led workshops. Participants are expected to engage in individual and group tasks, discussions, and reflections.
-emphasise practical ideas and strategies for inclusive teaching in bilingual schools which respond to the diverse needs of learners.
-provide participants with opportunities to develop and apply their learning from the course as well as practise their English in the context of inclusion in the classroom.
-embed and encourage reflection via case studies and a Learning Journal.
While tutor led, teachers will be expected to participate.
By the end of the course, participants will have amassed a toolkit for inclusive teaching, a bank of case studies and other relevant resources.
Teachers will be expected to engage in individual and group tasks and discussions.
Teachers will be expected to reflect daily in a Learning Journal.
Este curso está dirigido a profesores de Educación Secundaria de la especialidad de Inglés y a profesores de Educación Secundaria que están en posesión de la habilitación lingüística en inglés para desempeñar puestos bilingües en la Comunidad de Madrid.