CEZAR, VIEHL RAIA B.

BSNED-ECE1
CELAS-CEU MLS
LDR GROUP 2 & 4 (WEEK 4-5)

QUESTION#1: Psychology students: Create a survey using the inclusive pedagogy framework
(4pt scale: always, often, rarely and not practiced/observed). The purpose is to identify the
extent of implementation within the course. Respondents' groups would be psychology and
education students.

ANSWER#1:
The survey was conducted using Google Forms, enlisting the inclusive practices to look
for an instructor. Then, the respondents were given four options pertaining to how often they
experience or observe the given practice. Out of the “Foundations of Special and Inclusive
Education” class, 23 students answered the survey and is thus the basis for this evaluation.
Each statement or practice can be scored from 1 to 4, with a higher value pertaining a more
frequent display of the practice and thus a more inclusive classroom. In this survey, a certain
practice can be scored a minimum of 23 (negative, all inclusive practices are never observed)
and a maximum of 92 (positive, all inclusive practices are always observed). Also the table
below shows the scores for each practice together with the average score per principle or
underlying assumption.

INCLUSIVE PEDAGOGY FRAMEWORK

Principle Practice Total Score
Teaching practices include all students 79
Opportunities for students to participate in the co-construction 77
of knowledge are provided
Creating rich learning environments by extending what is 80
ordinarily available to all learners
Differentiation is achieved through choices of activities for 71
Recognizing
everyone
Differences
Teaching and learning are focused on what learners can do 78
(77.87)
rather than what they cannot
Formative assessment (used to assess prior knowledge) is 77
used to support learning
Students are grouped to support everybody's learning 80
Interdependence between teachers and students to create 81
new knowledge
Belief of Focus on what is to be taught rather than who is to learn it 76
Self-qualificat Opportunities are provided for learners to choose the level at 70
ion and which they engage in learning
Capability to Quality of relationship between teacher and student 78
Teach
 (74.67) Difficulties in learning are viewed as professional challenges 73
for the teacher rather than deficits in students
Interest in the welfare of the learners as a person, not just 77
their learning
Flexibility in teaching - driven by the needs of students, not 74
the coverage of the subject matter
Interplay between professional stance and the stance of the 75
school - creating spaces for inclusion whenever possible
Trying out new or different ways of working to support the 78
Continuous learning of all students
Development Working with and through other adults in ways that respect 81
of Creative the dignity of learners as full members in the classroom
Collaboration community
(78) Being committed to continuing professional development as a 83
way to develop more inclusive practice
Collaborate and discuss with teachers and support staff to 73
create inclusive learning spaces

According to the survey results, being committed to continuing professional development

as a means of developing more inclusive practice received the highest score of 83, indicating
that the instructor practices creative collaboration more frequently. They were successful in
creating a more inclusive and rich learning environment for the students and students were also
divided into groups to facilitate everyone's learning. On the other hand, opportunities for
learners to choose the level at which they engage in learning received the lowest score of 70,
indicating that there is still much room for improvement. Analyzing the average scores per
principles, recognizing differences (77.87) and continuous development of creative
collaboration (78), had close high scores, denoting that the instructor did a good job seeing
differences between learners and constantly creating innovative ways of learning. Meanwhile,
belief of self-qualification and capability to teach (74.67) scored comparably lower,
suggesting that the instructor must have greater confidence in believing that they can handle
diverse learners. However, it is important to note that the scores range from 70 to 83 with an
overall average of 76.89 which seems to be a satisfactory score considering the
maximum score. Which denotes that the instructor is integrating inclusive practices within the
class, but there is certainly room for improvement. The instructor should experiment with new or
different methods to support all students' learning. There must be opportunities for students to
participate in the co-construction of knowledge. 

Survey Questionnaire (Google Form): https://forms.gle/m2QkHMWJwexBd7WPA

Survey Responses (Google Sheets):
https://docs.google.com/spreadsheets/d/1ho6k8qqL-1mBjLYJfYFi_9JcP7OqGCN0NkJUXz5Ak2
U/edit?resourcekey#gid=890976993
QUESTION#2: Education students: Using the UCF teaching method overview (see link in the
lesson), categorize their effectiveness in an online learning platform. Create a survey with this
course's students as the respondents. Recommend top 5. Identify reason for the
recommendation from your group aside from the ones that was yielded from the survey.

ANSWER#2:
The survey was also conducted via Google Forms with the same respondents of
Psychology and Education students. There are 12 teaching methods enumerated by UCF and
the respondents were required to rate its effectiveness in the online setting, using a four point
scale (Very Effective=4, Effective=3, Slightly Effective=2, Not Effective=1).Thus, a higher score
denotes higher perception of effectiveness. With the minimum score being 23 and the maximum
being 92. Interactive lecture ranked first with 83 voted as the most effective, while flipped
classroom ranked last suggested to be the least effective for the respondents. It is important to
note that the scores are closer to the maximum score, denoting that all methods have some
satisfactory use to it.

UCF TEACHING METHODS

Rank Teaching Method Total Score
(Most Effective) 1 Interactive Lecture 83
2 Discussion-Based Learning 82
3 Worked Examples 79
4 Scenario-Based Learning 78
5 Inquiry-Based Learning 76
6 Collaborative Learning 75
7 Case-Based Learning 74
8 Problem-Based Learning 74
9 Lecture 74
10 Socratic Questioning 73
11 Project-Based Learning 71
(Least Effective) 12 Flipped Classroom 68

In addition to the results of the poll, our group came up with our top 5 recommendations
that we think will effectively work in an online learning platform. (1) Interactive Lecture— when
traditional lectures are paired with interactive lecture demonstrations, students learn the course
information far more effectively. Interactive learning places a strong emphasis on allowing
students to define the material being provided for themselves. Students actively construct their
knowledge rather than simply receiving it, which fosters independence and self-thought.
Learning becomes personalised for each learner rather than uniform. Students pick up
knowledge from their peers as well as their teacher, so they can learn that suits their generation;
(2) Collaborative Learning— collaboration in the classroom can encourage learners to think about
a topic in more depth and in more original ways, as well as to become more understanding of other
people's viewpoints. Successful group involvement is made possible by collaborative learning
settings. This has several advantages since group work encourages students to interact with
one another and their teacher and shows significant progress in a variety of areas. Through
collaborative learning, students acquire important life skills while developing a wide range of
abilities. Whenever a group is given a task or a concept, there is frequently a process of
clarification, discussion, and idea review; (3) Discussion - Based Learning— Simply develop
challenging questions that go deeply into the subject matter to implement student-centered
dialogues. Discussions give students the chance to practice putting their knowledge to use and
improve their critical-thinking abilities in realistic interactions with opposing points of view. We
recommend this because it will help students process information rather than receive the
information. (4) Socratic Questioning— inspired by Socrates, a famous Greek philosopher,
which held that critical questioning helped students consider issues logically. This will lead
students to critical thinking skills (5) Worked Examples— Information can be conveyed by using
worked examples. In light of this, the procedure is regarded as a lecture-like activity. In this
method it allows students to easily understand the lesson and confidence to complete questions
independently.