Assignment 2 – Creating an inclusive student-centred learning environment
ASSIGNMENT 2– CREATING AND
INCLUSIVE STUDENT-CENTRED
LEARNING ENVIRONMENT
3 1 4 2 V TA – I N C L U S I V E T E A C H I N G
COURSE CONVENOR: DR. LEESA W HEELAHAN
SUBMITTED BY: DAVID MARTIN
STUDENT #2636349
S2636349@STUDENT.GRIFFITH.EDU.AU
PHONE: 07 56677532
DATE SUBMITTED: 23 MAY 2008
David Martin
Student #2636349
3142VTA
Inclusive Teaching
1
Assignment 2 – Creating an inclusive student-centred learning environment
This assignment will explain an inclusive theoretical framework used to assist a group of
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international students for whom English is a second language attaining a set of specific learning
outcomes. A range of theories have been used to develop and analyse strategies that use an
inclusive approach to teaching. After a brief description of the learning outcomes it will be shown
how and why the teaching methods used assist this group and students in general, achieve the
specified learning outcomes.
The learning outcomes for the competency are based on the second performance criteria found
in the nationally accredited unit Perform Office Procedures (National Training Information
Service). Appendix 1 has a list of critical evidence and underpinning knowledge, which I have
interpreted into the following learning outcomes. The students will be able to, without aid:



select appropriate format and style for correspondence according to purpose, audience
and situation.
draft documents according to enterprise formats.
use correct spelling, punctuation and grammar to ensure understanding by the receiver.
With more importance being placed on communication skills, high levels of English and cultural
familiarity with the workplace (Bereded, Broadbent, & Wheelahan, 2000, p. 202) these learning
outcomes have a heightened importance for international students.
Inclusive practice involves a change in mindset about how society, schools and students work
together (Shaddock, Giorcelli, & Smith, 2007, p. 4). It means thinking of not only all students as
equals but also staff, teachers and other stakeholders. The most evident examples of this in
vocational education are the emphasis on industry input into curriculum and professional
development for teachers. Teachers who are willing to allow student-centred activities into the
classroom also demonstrate that they think of students as equals. While this does not
contribute to the learning outcomes directly, the relevance and value of the outcomes will
increase for all students.
David Martin
Student #2636349
3142VTA
Inclusive Teaching
Assignment 2 – Creating an inclusive student-centred learning environment
It is also important to work from student strengths (Shaddock, Giorcelli, & Smith, 2007, p. 5) and
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to realise that meaning is personal; it depends on motives, intentions and prior knowledge
(Biggs, 2003, p. 13). Opening communication channels in the classroom between individual
students, the group and the teacher helps decide how to present learning materials that takes
advantage of these factors. Further, teaching by improving already positive traits and existing
knowledge, and moving the student towards their potential reflects the idea of proximal
development (Karp, 2000, p. 38). I use self-assessment surveys at the start and the end of the
unit that gauges the student’s knowledge and skills in the critical areas of the competency being
taught. Reviewing the results at the start of delivery allows scaffolding techniques to be planned.
It also identifies any possible experts in the class that can be used as mentors or learning
buddies in the classroom. This can assist in the learning outcomes, the mentor can be used to
check that the meaning of the correspondence is clear and concise.
Curriculum content can also be changed in ‘terms of depth and complexity” (Westwood, 2003,
p. 147) and this is done through formative assessment; judgements are made almost
continuously on student abilities and changes to delivery pace and style are made. Problem
solving and inquiry based learning are examples of using a deep approach to learning. When
using this approach students become more engaged in the tasks at hand because they are
meaningful and appropriate. This requires activities to be well planned and realistic, which can
be time consuming and resource intensive, which are commonly claimed by teachers to be
barriers to inclusive education (Shaddock, Giorcelli, & Smith, 2007, p. 2). However, by
developing a range of activities that cater for different levels more learning outcomes can be
reached by more students and while the pace and difficulty may differ, the outcomes will be
similar.
Student diversity should be seen as a resource, and existing cultures, policies and practices can
be reshaped according to local diversity (CSIE: What is inclusion?). Bilingual tuition would be an
David Martin
Student #2636349
3142VTA
Inclusive Teaching
Assignment 2 – Creating an inclusive student-centred learning environment
example; computer based tutorials could be recorded in multiple languages which would help
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when introducing new topics. It would also show that languages other than English have value
and help with possible literacy problems. This is something I would like to develop in the future,
possibly by using students themselves to translate and record narrations to PowerPoint
slideshows and other interactive computer activities. Another possibility is the use of websites
that could offer translations of study guides or other electronic resources. Further, by having
active dialogue in the classroom about our own cultural or previous enterprise experience with
written communication, existing knowledge could be reshaped and refined from existing
knowledge. This will assist teaching how to select appropriate formats and tone for business
letters. This would also be an opportunity to involve all the students in the classroom exploring
the differences in correspondence from different cultures.
Teachers also need to try and avoid common cultural stereotypes. An example of being aware
of cultural conditioning of the students and integrating this into the classroom is not trying to
force students to look you in the eye. There are many actions and phrases that have
unexpected connotations in other cultures, and an awareness of these would assist in teaching
international students. Regardless of the cultural differences, education “needs to be real and to
be honest” and giving respect for both individuals and their culture is more likely to reciprocate
in respect for the teaching and teacher involved (Lynwood, Graham, & Atkinson, 2005, p. 226).
Another example is to setup the classroom and activities to support more individualised work
(Westwood, 2003, p. 147), especially if cultural norms for the students discourage classroom
negotiation and where questioning techniques may not work as well with students whose
educational culture expects teachers to be the transmitters of knowledge. While these actions
don’t specifically relate to the learning outcomes they result in an inclusive environment that
fosters any type of learning for all the students involved. Professional development in the area
David Martin
Student #2636349
3142VTA
Inclusive Teaching
Assignment 2 – Creating an inclusive student-centred learning environment
of cultural awareness should be a priority for institutions that have large intakes of international
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students, to assist teachers in avoiding stereotypical behaviour.
I think a difficulty is deciding when the line is crossed from teaching helpful integration and
communication skills to becoming exclusive. Vocational education seeks to replicate the work
environment and if this environment is not inclusive and requires particular behaviours to be
modelled, some of which may be difficult, foreign or even offensive; are students being done a
disservice by education that bends for inclusivity? It is argued that disadvantages experienced
in education are often societal rather than institutional (Tawney cited in Thomas & Vaughan,
2004, p8) and if this is the case than teachers and educational institutions can only exert a
certain amount of influence over the inclusivity outside the classroom. However, there is more
legislative and community support for inclusive practices in education that helps make students
contribute to a just society that has “social cohesion and room for different perspectives”
(Leeman & Volman, 2001, p. 367). Therefore an inclusive society can be built from education,
the classroom should model what society should be and if teachers are successful in this,
society on the whole should become more inclusive.
Being inclusive also recognises that different students have different learning requirements and
that the classroom must be modified to suit these differences. Westwood defines differentiation
as “teaching things differently according to observed differences among learner’ (Westwood,
2003, p. 145) and this can be done in classrooms through student self-assessment or the
teacher performing formative assessment. Changing the difficulty of activities and altering the
outputs being produced are techniques that can be used to meet individual needs of students
and create a more inclusive classroom (Westwood, 2003, p. 147). This can be done
subjectively, especially with the learning outcome on correct spelling and grammar usage by
deciding what level of accuracy is required. However, if these changes appear to lower
standards or work requirements it can have the long term effect of increasing the achievement
David Martin
Student #2636349
3142VTA
Inclusive Teaching
Assignment 2 – Creating an inclusive student-centred learning environment
gap between students (Westwood, 2003, p. 150). Vocational education is primarily outcome
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based with no way of grading the level of competence or achievement. This makes it difficult to
differentiate ability levels between students but still allows the teacher judge competence on an
individual basis.
The hidden curriculum used in Australian education can be a form of exclusion for international
students and teachers commonly transmit the beliefs of the mainstream culture (Lamb, Walstab,
Teese, Vickers, & Rumberger, 2004, p. 23). Teachers need to make the curriculum as explicit
as possible, explaining how the educational system works and what is expected of students. By
detailing the learning outcomes, how they will be achieved and by allowing students access to
criteria checklists all student will have a better understanding of what is required. International
students may not understand the requirements of study, or conventions of communication that
many locals take for granted. Teachers also need to be aware of their own cultural background
and be careful of what is promoted as acceptable and normal in the classroom.
Critical reflection will assist in the development inclusive teaching. Experienced teachers find
that making modifications to the learning environment becomes natural and easier while still
following a common curriculum (Westwood, 2003, p. 152). By using class session records and
making notes during or straight after each session I will be able to find what works and develop
it for future use.
There are many strategies that can be applied to the classroom to make it more inclusive.
While this assignment has focussed on a particular target group, many can apply to a range of
student groups. It is important to have a range of strategies available that can be integrated and
used when needed. There are cultural and experiential differences in everyone and this should
be seen as a valuable resource. Changing the style, depth and pace of delivery are ways of
David Martin
Student #2636349
3142VTA
Inclusive Teaching
Assignment 2 – Creating an inclusive student-centred learning environment
modifying curriculum to become more inclusive. Adaptation of these theories and reflection on
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teaching practice will continue to improve the ability to create an inclusive learning environment
David Martin
Student #2636349
3142VTA
Inclusive Teaching
Assignment 2 – Creating an inclusive student-centred learning environment
LIST OF REFERENCES
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Bereded, E., Broadbent, R., & Wheelahan, L. (2000). Bridging Courses for Refugees: the
experience of the Horn of Africa communities. In S. Bertone, & H. Casey, Migrants in the new
economy: Problems, perspectives and policy (pp. 197-229). Melborune: Victoria University.
Biggs, J. (2003). Chapter 2: Constructing learning by aligning teaching: constructive alignment.
In Teaching for quality learning at university (pp. 11-33). Buckingham: SRHE & Open University
Press.
CSIE: What is inclusion? (n.d.). Retrieved March 3, 2008, from Centre for Studies on Inclusive
Education: http://inclusion.uwe.ac.uk/csie/csiefaqs.htm
Karp, K. (2000). Weaving Lessons: Strategies for Teaching Mathematics and Science in
Inclusive Settings. In S. E. Wade (Ed.), Inclusive Education (pp. 29-50). London: Lawrence
Erlbaum Associates.
Lamb, S., Walstab, A., Teese, R., Vickers, M., & Rumberger, R. (2004). In Staying on at school:
Improving student retention in Australia Report for the Queensland Department of Education
and the Arts (pp. 19-32). Centre for Post-compulsory Education and Lifelong Learning, The
University of Melbourne: Queensland Department of Education and the Arts.
Leeman, Y., & Volman, M. (2001). Inclusive education: recipe book or quest. On diversity in the
classroom and educational research. International Journal of Inclusive Education , 4 (5), 367379.
Lynwood, R., Graham, J., & Atkinson, J. (2005). Maintaining the practice of ceremony in
Indegenous pedagogy: enhancing self and community learning. In What a Difference a
David Martin
Student #2636349
3142VTA
Inclusive Teaching
Assignment 2 – Creating an inclusive student-centred learning environment
Pedagogy Makes: Researching Lifelon Learning and Teaching (pp. 221-227). Scotland:
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University of Stirling.
National Training Information Service. (n.d.). NTIS --- view unit THHGGA02B. Retrieved April 1,
2008, from http://www.ntis.gov.au/Default.aspx?/trainingpackage/THH02/unit/THHGGA02B
Shaddock, A., Giorcelli, L., & Smith, S. (2007). Students with disabilities in mainstream
classrooms: A resource for teachers. Barton: Commonwealth of Australia.
Thomas, G., & Vaughan, M. (2004). Part One: "The context - rights, participation, social justice".
In Inclusive education: readings and reflections. (pp. 7-28). Maidenhead: Open University Press.
Westwood, P. (2003). Adapting Cirriculum and Instruction. In K. Topping, & S. Maloney (Eds.),
The RoutledgeFalmer Reader in Inclusive Education. London and New York: RoutledgeFalmer.
David Martin
Student #2636349
3142VTA
Inclusive Teaching
Assignment 2 – Creating an inclusive student-centred learning environment
APPENDIX 1: CRITICAL ASPECTS OF EVIDENCE AND
UNDERPINNING KNOWLEDGE
Correspondence to be drafted must include a selection from each of the following:

letters

e-mails

faxes

memos
The following skills and knowledge must be assessed as part of this unit:

enterprise practices and procedures for processing documents

layout, format and features of typical business documents

features and usage of typical office equipment

safe work practices for using office equipment and chemicals

communication skills to convey meaning clearly and concisely

basic literacy and written communication skills in relation to workplace documentation
and to produce correspondence

basic numeracy in order to count and do simple clerical tasks.
David Martin
Student #2636349
3142VTA
Inclusive Teaching
10
Assignment 2 – Creating an inclusive student-centred learning environment
CRITICAL REFLECTION
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This assignment was started by using the theories outlined in Assignment 1 and applying them
to my own classroom experiences. The practical application of the theories was the key for this
assignment, and readings were informative in deciphering classroom events backwards into
theory. My personal aim of this assignment was to explain methods that I already use in the
classroom, and to find out new techniques and ideas that can be used to help create inclusive
environments. Several times I started writing paragraphs based around my own experiences
and then rewrote them so they reflected on theories and literature. I also tried to make a few
more statements of my own in this assignment and produce an argument for the ideas with the
quotes rather using multiple quotes to make a statement.
I don’t feel this assignment is as thorough as some others I have done, while I had ample time
to do it, it was left while I worked (both a job and other assignments.) The main strength of the
assignment is the range of readings used to compile the theories. I was really trying to focus on
international students studying in Australia, but found that most literature was aimed at special
learning disabilities and non-English speaking students.
Some of the adaptation techniques I was already trying to use in my classrooms, though in a
cruder way than described in the literature. Applying these techniques in a more critical way will
be the big plus from this research and assignment. While some of the ideas were not
specifically described as useful for groups other than the one I was focusing on, they were for
the most part, general enough to be re-applied or applied to all students.
This assignment has also highlighted the civic responsibility of being a teacher, what I do and
the values I promote in the classroom can have an effect on society in general, by teaching
students how to be tolerant of differences and place value on all cultures and people.
David Martin
Student #2636349
3142VTA
Inclusive Teaching