DIFFERENTIATED PEDAGOGICAL APPROACHES AND INCLUSION

Course Information
TitleΔΙΑΦΟΡΟΠΟΙΗΜΕΝΕΣ ΠΑΙΔΑΓΩΓΙΚΕΣ ΠΡΟΣΕΓΓΙΣΕΙΣ ΚΑΙ ΣΥΜΠΕΡΙΛΗΨΗ / DIFFERENTIATED PEDAGOGICAL APPROACHES AND INCLUSION
CodeΥΕΙΔ06
FacultyEducation
SchoolEarly Childhood Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorMaria Papandreou
CommonNo
StatusActive
Course ID600022292

Programme of Study: MASTER Specializing in Education Sciences: Research and Praxis in Changing Learning Environments

Registered students: 17
OrientationAttendance TypeSemesterYearECTS
Creative designs for Educational Research and PraxisSpecialization Core Courses218
Class Information
Academic Year2023 – 2024
Class PeriodWinter
Faculty Instructors
Instructors from Other Categories
Class ID
600243288
Course Type 2021
Specialization / Direction
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
Upon successful completion of the course, students will be able to: - acknowledge the complex and multi-dimensional nature of diversity, the concept of equality and justice, children's rights and their role in children's learning - identify fundamental factors and practices that favour discrimination and foster a deficit perspective on students' diversity -recognise the importance of linking learning and teaching with children's families and communities and develop practices for this purpose - identify the differentiated strengths and dispositions of students (strength/asset-based thinking) and use them to empower children and their learning - create inclusive learning environments for all children and their families - acknowledge the principles and prerequisites for differentiating instruction and adopt appropriate methods for the implementation and assessment of differentiated interventions - address dilemmas and challenges arising in the context of inclusive and differentiated interventions with flexibility, inquiring attitude and transformative perspective.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Respect natural environment
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
In this course, learners will examine their own assumptions in conjunction with current research on diversity and its dimensions in the context of education at national and international level. They will critically examine contemporary models and practices of differentiation combining them with the diverse challenges of designing and supporting differentiated learning environments. The course is organised into the following topics: The myth of the homogeneous classroom - Personal assumptions and understandings of homogeneity and heterogeneity within the educational environment - What does diversity mean and what are its dimensions? - How does the recognition of diversity contribute to learning? Factors that foster discrimination and the deficit perspective about learners' diversity - Case study. Constructing the ''different'' - dominant discourses on the ''refugee'' crisis in media and political cartoons Developing a culture of belonging. - Focus on differentiated assets and resources (strength/asset-based thinking). Importance of linking learning and teaching to children's families and communities. - Bilingual children at school: challenges through language contact Differentiated instruction (DI) - Theoretical assumptions underlying the implementation of differentiated teaching. Combining the traditional framework for DI with current trends. - Pedagogical approaches that can support DI. Managing classroom heterogeneity. Challenges from the teachers' perspective. Designing for differentiation of teaching and learning -Principles for designing differentiated activities and strategies/techniques for differentiation to respond to children's interests, different levels of readiness and learning styles. - Developing differentiated activities step by step - Applying practices to ensure a positive context for the successful introduction of DI: Routines and techniques for effective management of the differentiated classroom. Differentiated teaching and special education - Challenges for both general and special education teachers - Inclusive design for learning and differentiated instruction: the importance for students with disabilities and/or special educational needs - Case study (Research data and illustrative exambles): educational interventions on nature and the environment as a framework for including children with disabilities in educational practice.
Keywords
diversity, inclusion, implicit theories, personal theories, culture of belonging, differentiated skills, bilingualism, differentiated instruction, interests, readiness, learning styles, special education
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • Interactive excersises
  • Recent research literature
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
Description
Powerpoint presentations, supportive materials uploaded to Moodle e-learning, videos, activities with Mentimeter, pallet e-mail communication
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures391.6✓
Reading Assigment652.6✓✓
Written assigments662.6✓✓
Analysis, evaluation and implementation of educational designs, Assignment presentation in the class301.2✓✓
Total2008
Student Assessment
Description
Formative and final assessment is implemented. At the beginning of the semester students are informed about the course requirements. Students are assessed through assignments and presentations.
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Performance / Staging (Formative, Summative)
Bibliography
Additional bibliography for study
Ενδεικτική βιβλιογραφία ανά ενότητα Ο μύθος της ανομοιογένειας_- Θεωρητικές παραδοχές και Θεωρίες - Κοντογιάννη, Δ., & Θώμου, Π. (2022). Πολιτισμική και γλωσσική ετερότητα στο ελληνικό σχολείο: Η περίπτωση των Τάξεων Υποδοχής. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 8, 190–210. https://doi.org/10.12681/dial.31789 - Mavidou, A., & Kakana, D. (2019). Teachers’ Experiences of a Professional Development Program for Differentiated Instruction. Creative Education, 10(3), 555–569 Κατασκευή του ‘διαφορετικού’ - Kitsiou R., Papadopoulou, M. (2021) Mapping Europe’s Attitudes Towards Refugees in Political Cartoons through CMT and CMA. (Guest editors: Stephan Packard & Lukas R.A. Wilde). Puctum, 7 (2), 151-174 - Lakoff, G., & Johnson, M. (1980). Metaphors We Live By. London: The University of Chicago Press. - Chouliaraki, L., & Tijana S., (2017). Rethinking Media Responsibility in the Refugee ‘Crisis.’ A Visual Typology of European News. Media, Culture & Society 39 (8), 1162-1177. - Binotto, M. (2015). Invaders, Aliens and Criminals. Metaphors and Spaces in the Media Definition of Migration and Security Policies. In: Ε. Bond, G. Bonsaver and F. Faloppa (eds.) Destination Italy. Representing Migration in Contemporary Media and Narrative (pp. 31-58). Oxford: Peter Lang. Κουλτούρα του ανήκειν - Johansson, E., Puroila, AM. Research Perspectives on the Politics of Belonging in Early Years Education. IJEC 53, 1–8 (2021). https://doi.org/10.1007/s13158-021-00288-6 - Liselotte Eek-Karlsson & Anette Emilson (2021) Normalised diversity: educator’s beliefs about children’s belonging in Swedish early childhood education, Early Years, DOI: 10.1080/09575146.2021.1951677 - Papandreou, M. & Dragouni K.E. (2022). “He will see my drawing and we will play blindman’s bluff together”: Overcoming communication barriers in a multicultural kindergarten classroom. Journal of Early Childhood Education Research, 11(1, Special issue on Interaction in Context), 272–296, https://journal.fi/jecer/article/view/114019 Διαφοροποιημένη Παιδαγωγική - Κακανά, Δ. (2020). Διαφοροποιημένη διδασκαλία: Από την έρευνα στην πράξη - Εισαγωγικό σημείωμα. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 6, 5–11. https://doi.org/10.12681/dial.25584 - Κλουβάτος, Κ. (2014). Ομαδοσυνεργατική διδασκαλία σε ανομοιογενείς τάξεις. Στο Ε. Κατσαρού & Μ. Λιακοπούλου (Επιμ.). Θέματα διδασκαλίας και αγωγής στο πολυπολιτισμικό σχολείο. Επιμορφωτικό υλικό. Ενότητα Α. - Kalantzis, M., & Cope, B. (2013). Νέα μάθηση: Βασικές αρχές για την επιστήμη της εκπαίδευσης. Αθήνα: Κριτική. - Mavidou, A. & Kakana, D. (2019). Differentiated Instruction in practice: curriculum adjustments in kindergarten. Creative Education, 10, 535-554. https://doi.org/10.4236/ce.2019.103039 -Παπανδρέου Μ. (2020). Η διαφοροποιημένη παιδαγωγική στην προσχολική εκπαίδευση: Προκλήσεις και προοπτικές. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 6, 77–96. https://doi.org/10.12681/dial.25547 - Σφυρόερα Μ. (2020). Προς μια ολιστική αντιμετώπιση της διαφοροποιημένης παιδαγωγικής: Αντιλήψεις και πρακτικές εκπαιδευτικών παιδιών προσχολικής ηλικίας. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 6, 119–142. https://doi.org/10.12681/dial.25549 - Tomlinson, C. A., Brighton, C., Hertbert, H., Callahan, C. M., Moon, T. R., Brimijoin, K. et al. (2003). Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature. Journal for the Education of the Gifted, 27, 119-145. https://doi.org/10.1177/016235320302700203 - Χατζησωτηρίου, Χ., & Σόρκος, Γ. (2022). Η «Βιώσιμη Συμπεριληπτική και Διαπολιτισμική Εκπαίδευση» ως Μέσο Υποστήριξης της Διαφορετικότητας: Το Θεωρητικό Πλαίσιο μιας Παιδαγωγικής Πρότασης. Επιστήμες Αγωγής, 2022(2), 183-202. Διαφοροποίηση της διδασκαλίας και μάθησης: στο πλαίσιο της Ειδικής Αγωγής - Ιωαννίδου-Κουτσελίνη, M. (2020). Διαφοροποίηση της διδασκαλίας και της μάθησης: Δυσκολίες και παρανοήσεις. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 6, 12-29. doi:https://doi.org/10.12681/dial.25544 - Παντελιάδου, Σ. & Φιλιππάτου, Δ. (2013). Διαφοροποιημένη Διδασκαλία. Θεωρητικές προσεγγίσεις & εκπαιδευτικές πρακτικές. Αθήνα: Πεδίο. - Tomlinson, C. A. (2004). Διαφοροποίηση της εργασίας στην αίθουσα διδασκαλίας. Ανταπόκριση στις ανάγκες όλων των μαθητών (μτφ. Χ. Θεοφιλίδης & Δ. Μαρτίδου - Φορσιέ). Αθήνα: Γρηγόρης. (έτος έκδοσης πρωτοτύπου 1999) - Strogilos, V., Tragoulia, E., Avramidis, E., Voulagka, A. & Papanikolaou, V. (2017) Understanding the development of differentiated instruction for students with and without disabilities in co-taught classrooms, Disability & Society, 32:8, 1216-1238, DOI: 10.1080/09687599.2017.1352488 - Vaughn, S., Hughes, M. T., Moody, S. W., & Elbaum, B. (2001). Instructional grouping for reading for students with LD: Implications for practice. Intervention in School and Clinic, 36(3), 131-137. - Δημητρίου, A. & Αϊβαλιώτου, E. (2016). Η συνεκπαίδευση των παιδιών προσχολικής και σχολικής ηλικίας με και χωρίς ειδικές ανάγκες στις φυσικές επιστήμες. Ερευνώντας τις απόψεις των εκπαιδευτικών. Στο Β. Τσελφές (Επιμ.). Προσχολική ηλικία: οι φυσικές επιστήμες στην εκπαιδευτική σχέση παιδιών και εκπαιδευτικών (σελ. 89-116). Αθήνα: Εκδόσεις Άρτεμις Πετροπούλου.ISBN: 978-618-82606-0-3 - Δημητρίου, Α. & Δεληγιαννίδου, Σ. Β. (2011). Εφαρμογή προγράμματος περιβαλλοντικής εκπαίδευσης σε άτομα με ελαφρά και μέτρια νοητική υστέρηση. Η περίπτωση της επαγγελματικής κατάρτισης και κοινωνικής ένταξης της Μέριμνας Παιδιού Κατερίνης. Στο: Π. Φώκιαλη, Γ. Ξανθάκου, Ν. Ανδρεαδάκης (Επιμ.). Διεργασίες σκέψης στο σχολείο και την κοινωνία. Τόμος Β (σελ. 463-474). ISBN: 978-960-9405-88-1. Αθήνα: Πεδίο - Λάππα, Χ., Μαντζίκος, Κ., & Παρασκευόπουλος Σ. (2019). Η Συμβολή της Περιβαλλοντικής Εκπαίδευσης στην Εκπαίδευση των Παιδιών με Αναπηρίες ή/και Ειδικές Εκπαιδευτικές Ανάγκες: Οι Απόψεις των Εκπαιδευτικών. Έρευνα στην Εκπαίδευση, 8(1), 1–16.
Last Update
12-01-2024