Diversity Management in Schools

Preparation

The course provider sends the necessary information regarding the course materials to the beneficiary school. After the detailed information about accommodation, transportation and eating and drinking of the visiting teachers is sent to the schools, a preliminary information is given to the leading teachers about the content of the course.

Description

Diversity among students in education directly impacts their performance. Studies show that students work better in a diverse environment, enabling them to concentrate and push themselves further when there are people of other backgrounds working alongside them. This promotes creativity, as well as better education, as those with differing viewpoints are able to collaborate to create solutions.

Promoting diversity in schools is more than just encouraging students of different backgrounds to attend certain schools. It requires administrators to think critically about the ways diversity impacts education. A school administration degree readies graduates for promoting and teaching diversity as a means of accepting it. Educators and administrative leaders can help students better understand that while everyone is different, in the most fundamental ways, everyone is the same and should be treated with respect. This will go far in helping students accept diversity and promote it in their daily lives.

Learning skills to build communities promoting diversity and employing human resource functions, such as recruitment and orientation, are essential for educators that have a desire to lead one day.

Methodology

Warm Up-Ice Breaking Activities
Questıon - Answer Technıque
Problem-Solvıng Technıque
Braın Storm Technıque (Osborn)
Role Playıng
Drama Improvısatıon
Statıon Technıque
Mıcro Teachıng
Jıgsaw Technıque
Group Discussions;
Debates
Case Studies
Peer-Review
Problem Based Learning
Concept Mapping

Objectives

•  To help teachers develop the characteristics of good teaching outlined
•  To provide teachers with ongoing opportunities to improve their content knowledge,
•  Instructional skills, knowledge about how students learn, and understanding of learning from a student point of view.
•  To succeed in this endeavor, careful design of distance learning programs will need grounding in what we know to be best practices in teaching and learning: content that is linked to teachers’ everyday classroom practice, and distance instruction that focuses on promoting high-quality teaching.
•  To provide ongoing professional development that is based on proven best practices; builds in continual support; and helps teachers become not just a community of learners, but a community of practitioners.
•  To succeed in a distance environment through orientation, preparation, support, and leadership.

Follow Up

After the course, all trainees will be given copies of all course materials that can be shared with their colleagues in their institutions within the scope of dissemination activities. In addition, a self-assessment form will be provided to enable trainees to learn on their own. At the end of the course, participants will fill out an evaluation form regarding the content of the training.

Specifics

•  Activities: all courses include at least one guided city tour and one full-day excursion (usually on Saturday).
•  Certificate: all our courses guarantee a Certificate of Attendance if 80% of the lessons will be attended.
•  Lessons: classes take place in the Morning (9:00 – 13:45) 
  Platform: participants will have free access to our e-learning platform.

Days

Day 1

Welcome and registration
What is Distance Learning?
Presentations, description of the course and exchange of (previous) experiences
Knowing participants and their students
Setting up their expectations and introducing Distance learning through curricula (re-negotiation)

Day 2

Print-based Distance Education
Examples of Print-based Distance Learning for Upgrading Teachers’ Qualifications
Considerations: Print as a Distance Learning Tool
Roles in Teacher Professional Development: Strenghts and limitations

Day 3

Audio-based Distance Education
What is Two-Way Audio?
How to Broadcast Radio - Interactive Radio Instruction (IRI)
Interactive Audio Instruction (IAI)
Other Forms of Audio-based Distance Education
Roles in Teacher Professional Development: Strenghts and limitations

Day 4

Televisually-based Distance Education
How to use Internet Protocol Television (IPTV)
Video, Videoconferencing, 
Considerations: Television and Video as Distance Learning Tools
Roles in Teacher Professional Development: Strenghts and limitations

Day 5

Multimedia-based Distance Learning
Group Teaching and Learning Software (GTLS)
Computer-Aided Instruction (CAI)
Intelligent Tutoring Systems (ITS)
How to use Digital Learning Games in my classes

Day 6

Other Forms of Multimedia in Distance learning
Self Evaluation session
Best examples (Visiting schools)
Certification, feedback

Day 7

Farewell

2021-2022 Course Dates

17-21 May 2021 – Amsterdam

20-24 December 2021 – Amsterdam, Florence

7-11 March 2022 – Brussels, Amsterdam

11-15 April 2022 – Amsterdam, Vilnius

5-9 September 2022 – Istanbul, Riga