inclusion & personalized learning

inclusion builds trust and understanding across the stakeholders necessary to successfully personalize learning for every student.

inclusive schools are better able to build relationships with every student and stakeholder.
classrooms that create a culture of belonging are more successful at personalizing learning.
inclusion requires representation in those circles of power that make the most important decisions affecting students.

what is inclusion?

inclusion is when

all stakeholders

feel a part of the community and are empowered to make decisions in its best interest.

in schools

this means that stakeholders like students and families are not just informed of decisions but included in decision-making.

inclusive schools are better able to build relationships with every student and stakeholder.

schools that actively involve diverse stakeholders in decision-making are better positioned to successfully personalize learning. moving from traditional teacher-led instructional models to ones that are more student-centered is a significant change. students, staff, and families enter into this change from different places. understanding the strengths, perspectives, and concerns of all stakeholders is a start, but empowering those stakeholders to lead is critical. stakeholders who know there is an advocate who shares their interests is more powerful than one who just understands those interests. change requires trust, and trust comes from strong relationships. an inclusive school can more quickly and authentically develop relationships with all stakeholders. this trust is critical when families wonder how to support their child amidst instruction they are unfamiliar with. veteran teachers will be more willing to try something new if they know someone who shares their background is advocating for their interests and concerns.

self reflection prompt i:

when have you felt included in a key decision at work and when have you felt left-out?

self reflection prompt ii:

what is it important to inform a stakeholder and when is it important to include them?

self reflection prompt iii:

who do you listen to the most? where do you get most of your information at school? who do you hear from the least?

self reflection prompt iv:

do you make assumptions about the needs and perspectives of certain stakeholders, like students? how might you address that?

classrooms that create a culture of belonging are more successful at personalizing learning.

classrooms that honor, celebrate, and understand every student create a culture of belonging that allows personalized learning to thrive. personalized learning requires trust between students and the teacher; as the routines, procedures, and tools of class begin to change. equally important, personalized learning requires trust between students. work should become more collaborative and students need to trust one another to work well in a small group or on a project. students need to trust that pursuing projects that reflect their interests and backgrounds will lead to celebration and not teasing or ostracization. classrooms that intentionally foster a culture of belonging, one that makes every student feel included in the group, see the full benefits of personalized learning.

justin toomer, “the new team habits: fostering a culture of belonging through meeting check-ins” 瑞士vs喀麦隆亚盘赔率
justin toomer, “the giraffe award: how a small celebration can change your team’s culture” 瑞士vs喀麦隆亚盘赔率
conor p. williams, “using diversity to build a culture of belonging” edutopia

inclusion requires representation in those circles of power that make the most important decisions that impact student learning.

representation is important because it empowers a variety of voices, perspectives, and opinions. it is critical that variety has a say in how personalized learning is implemented and communicated. a shift away from teacher-directed lessons is also a shift away from “the teacher knows best” attitude that is all too conspicuous in student and family interactions. it is a shift away from the top-down decisions that are all too often made by district leaders who do not reflect the diversity of the communities they serve. intentional effort needs to be made to ensure that diverse stakeholders are not just informed or surveyed; but that representatives of those stakeholders are making the decisions that impact student learning.

self reflection prompt i:

do the demographics of your students match those of school or district leadership teams?

self reflection prompt ii:

how might we shift away from a “teacher knows best” attitude that can diminish the role and value of families?

self reflection prompt iii:

when should we seek feedback vs. inclusion?

self reflection prompt iv:

at what point in a process might it be helpful to bring in other voices?

diversity

which best describes you?

i have some experience engaging work around diversity.

i am leading efforts around diversity in personalized learning.

equity