This assignment has looked at the issue of inclusion in the primary classroom and, in particular, at ways of planning an inclusive series of lessons and engaging in reflective practice. Inclusion poses philosophical as well as practical problems. At the philosophical level, how can teachers provide for inclusive learning when there are powerful educational initiatives (league tables, segregated schooling and weighting in favour of summative assessment) that seem to be at variance with the goal of inclusive learning? On the practical side, how do I know that the learning experience I am providing is an inclusive one?
With regard to reflective planning, how can I tell whether, as Kyriacou puts it, “the teaching is actually delivering the intended outcomes”?
In the introduction, I stated my intention to base Assignment B on a case study experience. I wanted to discuss an actual series of lessons because of my limited experience in a primary classroom and because it would help me to better understand the theory behind inclusion and reflective practice. In Part One, I outlined the three most important principles for effective and inclusive learning: cooperative learning, formative assessment and an analysis of my pedagogical competence. The first two are central to the CfE initiative. The third, pedagogy, was an aspect I wanted to revisit in preparation for teaching in the primary classroom after years in the secondary and HE sectors. I was able to test all three with some limited success, but the shortcomings have provided me with pointers for future practice.
One shortcoming was the lack of structure to my planning. I spent many hours planning for the four-day Vikings project, but the focus was very much on content, rather than on learning outcomes. In Part Two, MacDougall's framework was the mirror through which I analysed my learning experience from the planning viewpoint.
In Part Three, I demonstrated deeper understanding of the Curriculum for Excellence initiative and looked at how I would apply the principles of curriculum design to the curriculum areas and linked this to my teaching on the Vikings project. I looked in detail at the coherence, depth, and relevance principles and considered how I applied them in my primary teaching experience.
Part Four looked at the GTCS standard for teaching in primary schools and assessed how prepared I am to teach in Scottish primary schools and how I intended to address areas for development in the future.
Future development is at the heart of the Curriculum for Excellence initiative because a central message is lifelong learning, for pupils and staff alike. Theoretical study into inclusion and planning needs to be a long-term undertaking, as does the commitment to cooperate with and learn from colleagues. In addition to philosophical and practical aspects, there is also a moral dimension to inclusion. As a primary teacher, I need to actively commit to inclusive education and constantly reflect on how I plan for it in my teaching. This is in keeping with Fullan's stipulation that “every teacher should be knowledgeable about and committed to, and skilled in: working with all students in an equitable, effective, and caring manner by respecting diversity in relation to ethnicity, race, gender and the special needs of each learner …” It is a stipulation that reflects the spirit of Curriculum for Excellence.
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FULLAN M.G., (March 1993). Why Teachers Must Become Change Agents. Available: http://www.csus.edu/indiv/j/jelinekd/EDTE%20227/Fullen%20change.pdf
[Date Accessed: 10/12/2009]