The document compares traditional education and inclusive education based on four factors: school climate, curriculum/instruction/assessments, self-development, and support services. Traditional education focuses on passive learning, standardized testing, one-size-fits-all approaches, and limited support. In contrast, inclusive education emphasizes student-centered, collaborative, and practical learning; performance-based and diverse assessments; developing a variety of skills; and close teacher-student relationships to meet individual student needs.
The document compares traditional education and inclusive education based on four factors: school climate, curriculum/instruction/assessments, self-development, and support services. Traditional education focuses on passive learning, standardized testing, one-size-fits-all approaches, and limited support. In contrast, inclusive education emphasizes student-centered, collaborative, and practical learning; performance-based and diverse assessments; developing a variety of skills; and close teacher-student relationships to meet individual student needs.
The document compares traditional education and inclusive education based on four factors: school climate, curriculum/instruction/assessments, self-development, and support services. Traditional education focuses on passive learning, standardized testing, one-size-fits-all approaches, and limited support. In contrast, inclusive education emphasizes student-centered, collaborative, and practical learning; performance-based and diverse assessments; developing a variety of skills; and close teacher-student relationships to meet individual student needs.
The document compares traditional education and inclusive education based on four factors: school climate, curriculum/instruction/assessments, self-development, and support services. Traditional education focuses on passive learning, standardized testing, one-size-fits-all approaches, and limited support. In contrast, inclusive education emphasizes student-centered, collaborative, and practical learning; performance-based and diverse assessments; developing a variety of skills; and close teacher-student relationships to meet individual student needs.
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Cabrera, Angela ENG2A
Formative Assessment for EMC308 April 24, 2023
Directions: Compare the traditional education with inclusive education. Write your answers in the table provided. Factors Traditional Inclusive 1. School Climate Students work alone and stick The learning process is within the confines of the student-centered, as the classroom. Schools also do students take on a more active not acknowledge student role. Here, schools address diversity. Additionally, the student diversity and aim to mode of instruction is passive meet student needs. Students and teacher-centered. Schools also get to work also focus on content instead collaboratively with their of student needs, leading to peers and others across the teachers taking a one-size- globe via technology. fits-all approach when Furthermore, students are teaching their students. more independent and encouraged to lead instead of follow orders. 2. Curriculum, Here, students have to Here, education is outcome- instructions, and memorize facts or based; the students are assessments information and are expected evaluated on what they know to play a passive role in the and can do. Students are also learning process by simply assessed via their listening. Moreover, the performance. The curriculum curriculum is not practical is more practical and and sometimes irrelevant to connected to real-world the students. In addition, issues, experiences, and teachers use print-based needs. Additionally, teachers instructional materials when use technology and other teaching their students. various forms of media to Students are also assessed via make digital instructional standardized tests and other materials. As mentioned formal assessments. earlier, student diversity (or Furthermore, student the students’ diverse learning diversity is ignored, as needs) is acknowledged as teachers use a one-size-fits-all teachers focus on the students approach. rather than the content itself. 3. Self-development Here, teachers expect Students will take on an students to follow their active role by leading the instructions while discussing. learning process. The Their expectations of their teachers will encourage them students are also low, and to collaborate with their they do not wish to help them classmates and engage in the improve more. For instance, discussion rather than simply if a student receives a below- listening. Here, teachers' average score, that is what expectations are high, and they will get; the teachers' they will do everything they hands are tied. Development can to help them improve is limited because of how rather than letting them be if passive the learning process they do not meet their is. expectations. Furthermore, due to how interactive the learning process is, students develop many skills, such as critical thinking, speaking, writing skills, and more. 4. Support services There is little to no The teachers and students relationship between the have a close, positive, and student and teacher, as supportive relationship. With teachers are supposed to be that kind of relationship, the seen as authoritative teachers learn more about dispensers of information and their students' needs and the student, the receiver. abilities. Here, teachers are Thus, the students get limited seen not only as dispensers of support from their teachers. knowledge but also as counselors—someone who is approachable, respectful, and encouraging.
Classroom-Ready Resources for Student-Centered Learning: Basic Teaching Strategies for Fostering Student Ownership, Agency, and Engagement in K–6 Classrooms