Inclusive Practice - A Tension

There is a tension within me (an uncertainty, nervousness) created by my classical dance training and background and my current inclusive dance teaching practice….

I teach inclusive dance:

· This means that I accept everyone no matter what their ability, experience or dance preference

· This means that everything we do in the dance class can be accessed by all - Participation for all

· This means that everyone has the same opportunity to contribute: Learner-led

· This means that everyone can achieve - Achievement for all

· There are no barriers to participation, engagement or contributing

The technical dance teacher / FE tutor in me says that in terms of individual progress; the development and maintaining of dance, technical, performance, communication and/or collaborative skills, there HAS to be:

· Feedback (on strengths and areas for improvement)

· Correction (verbal, physical)

· Assessment (Verbal feedback, summative assessment, formative assessment, peer-assessment, self-assessment)

· Questioning (To compare and contrast, to determine purpose, to determine aim, to determine motivation)

I believe that assessment is vital in the individual learning process in order to help students to progress and achieve.

My experience of assessment in inclusive dance has convinced me that it increases a sense of ownership of the students’ learning journey which in turn develops independence and excitement for advancement.  I have been so excited by the excitement of learning that assessment brings!

I have experienced many inclusive dance classes, however, where no correction, feedback or assessment takes place. 

Does this imply fault and in so doing, nullify inclusive practice?

Here is my tension!

I teach my students with learning disabilities in the same way I teach ‘mainstream’ dance students: I push them to improve continuously within their capabilities.

I assess them on their engagement, focus, and performance skills the same way I would assess ‘mainstream’ students. 

Why would I not?  They are capable of so much more than they realise - Just like my ‘mainstream’ students

I am interested in exploring the area of assessment in inclusive dance but feel that it is a thorny issue…

I do not want inclusive dance practitioners that I may approach (who do not use assessment as an integral part of their teaching) to think that I am beating them over the head with an education stick, or that I am implying that there is something 'wrong' with their approach...

What do you think?

*Should inclusive teaching be just that; let students do what they want to do / be who they are in that moment as it beneficial to self-expression and creativity?

*Should students be made aware of the possibilities of development and achievement and progression?

*Does / should equal opportunities extend to the possibility of negative assessment (identifying areas for improvement) in order to open the door for greater achievement and progress?

*How does this sit with equality and diversity (We should all be given the same opportunities / Differences should be celebrated)?

MODULE 2 - Tech support required

Hello MAPP'ers,

Is there a one-stop, easy way to 'follow' fellow bloggers?

I would like to connect with you all and read what you are posting but I just can't see how to 'follow' on some blogs.

No doubt, I'm being a bit slow hence this shout out...

Thanks,

Satisfaction

I have been looking into Oliver’s (1977) Expectation Confirmation Theory and suddenly all I can think about is satisfaction...

What is it?  What satisfies us as individuals? In what ways do we seek satisfaction? Do we find the required satisfaction in the places we seek it?  How long does it last?  Why does it not last?

Last Sunday's Skype call with Adesola and fellow MAPP'ers left me wondering why I am so product-focused.  The desire to finish, to produce, to feel a sense of win, is surely linked to where my sense of satisfaction comes from.  

Why do I promote a sense of achievement and satisfaction in the process of my own learners' journey but not afford (allow?) myself the same?

Does this resonate with you?  As individuals who have chosen to challenge ourselves and embark on a steep learning curve for this study, we clearly aspire to standards we have set for ourselves...  Why?

Are you satisfied?  What satisfies you?  Work? Accomplishment? Relationships? Challenges? 

I am going to make a concerted effort this week to note times that I have a sense of satisfaction.  I think I will also try to promote a sense of satisfaction.  I am not sure how yet...  Perhaps it is simply taking my focus off the product and enjoying the process.

Let me know your thoughts!

Disequilibrium

During the reading and writing of my first AoL I realised that I was approaching the subject from a limited perspective.

Chatting it through with Adesola it was clear that I found it difficult to identify what 'captures' my learning, as learning for me in the Ofsted-fuelled and led world of FE has become (I am told) that if learning cannot be evidenced (on paper or via data in a spreadsheet) then it is not valid.  How sad, in the true sense of the meaning.

What resulted from the conversation was a shift from one, rather dry, approach, to a different perception of learning.   I literally felt my brain move.

Disequilibrium ensued as I tried desperately to work out where I was, what I was doing, and who I am in light of this!

Regaining (some) balance came from much thinking and wondering.

In essence, I needed to move from my anecdotal 'What I do and how I do it is evidence of my learning' (which is not wrong in itself, it is the truth after all), I needed to dig deeper to identify what encapsulates my learning in the broader sense.

An example could be:
AOL 1 - Project Management
AOL 2 - Mentoring
AOL 3 - Dispute Resolution

Becomes:
AOL 1 - Interpersonal Skills

Encapsulating the learning here, provides a greater opportunity to research and link theory to practice; a broader range of experience, knowledge, skills and abilities to be discussed, a deepening of how this has impacted learning as reflection takes place,  and a greater understanding of how this could further impact practice.

It's early days for me.  I am still scratching my head.  However, it has helped me to understand that my current perspectives, whilst not 'wrong', could change, and with that so could my practice.

Happy AOL'ing.

Ethics.  Truth.  Reflection and observation.  Abstract conceptualisation.  Heuristic phenomenology.  Active experimentation.  Professional Vs. personal.

Is anyone else's head spinning?

I hope that other module 1 MAPP'ers are making a good start.

I think we are all realising that this is going to be a massive learning curve not only in terms of our professional practice but also in terms of 'who' we are and 'why'!

I have procrastinated quite a bit this week in terms of actual writing as I have thought hard (with furrowed brow) about all the above-mentioned concepts.
Maybe it has been my 'little breath' that Brandon mentioned.  At some point, however, I will need to gather it all up, untangle it and spread it over some AOL pages.

I have suddenly become aware that I have not shared 'actual' thinking processes in my blogs, like others have.
I think this is because it takes me a long time to process information and to explore all avenues before I come to a concrete concept.  I am a bit behind others in this aspect.  Perhaps it is simply fear of sharing on-going thought processes until I feel I have an 'answer'.  If that's the case, then I will need to think about that also!

I would very much like to hear how other module 1 people are doing with regards to identifying AOL's and, indeed, writing them...?

I need a plan.
I'm going to make a plan...

Thanks,

Imogen

The Beginning

Hello all, fellow new MAPPers.

How are you all feeling about starting the course?
I am excited and nervous!

I had a chat the other day with a friend who works as a business consultant / 'Life' consultant.  Prior to our chat, I had spent time analysing my CV and reflecting on my career to date in order to identify Areas of learning.  Talking through it with someone else was extremely helpful as she asked a lot of questions which challenged me to get to the root of 'why' I do what I do.  It was hard to really question why I do what I do everyday but it gave me a central point from which my AoL's fed from.

I am sure things will change and develop as I start next week but thought I'd share my first experience and ask how you are all getting on?

How will you / have you identified AoL's?
Is it a new experience or something you do within your role already?

I'm really looking forward to finding out more about what you do and sharing this learning experience with you...

Here we go!

Imogen