Inclusive learning is a way to recognize student enrollments that satisfy the diversity of students in learning methods. The various learning design allow all students to engage in class meaningfully and achieve their ultimate learning goals. Inclusive learning design treats everyone as a learner. Each learner is able to realize success. Students, regardless of any challenges, will receive high-quality instructions and supports at the end.
Our group discussed in-class activities this week and we concluded some barriers for learning. The ultimate goal of the blueprint is to help students gain interest from French. We decide to offer debates, presentations, group discussions to evoke students’ learning interest. While the debate is a high-quality task for students to engage in. Each participant should use communication skills and logical thinking to express his/her own opinion. Students are encouraged to use basic French sentences to state their points of view. We aim to divide students into two groups and provide suggestions before the debate. However, our group mentioned that some students would refuse to give a talk due to their personalities. Students who are shy and unconfident are not restricted to debate during the class; instead, they can prepare a small presentation about the topic and communicate with teachers before or after class.
Our group offers different in-class activities for students in order to realize the inclusive learning design. For students who are English language learner, we will suggest them to take a French club to increase both English and French skills. They are welcomed to use sentences that combine English and French to engage in class. Yiwei provides some guidelines about how to deal with the Covid-19 pandemic. He summarizes the purpose of our blueprint and gives advice about how to adjust the course outline under the pandemic.
By Cynthia Macdonald on Cifar
