1. EUROPE FOR INCLUSION DEMONSTRATIVE INCLUSIVE LESSONS March 2017 GAP KIZ ANADOLU LISESI SANLIURFA / TURKEY

2. As Turkish participants, we have attented to 6 Learning, Teaching and Training (LTT) activities and observations in our project partner schools. These LTTs are:

3. 1- SCHOLASTIC SKILL DISORDERS - ITALY 12-16th of January, 2015

4. 2- SHAPING MEMORY, ATTENTION AND CONCENTRATION - POLAND 25-29th of May, 2015

5. 3- INCLUSION OF ALLOPHONES - FRANCE 7-11th of December, 2015

6. 4- KNOTS AND LOOPS IN COMMUNICATION DEALING WITH COMPLEX COMMUNICATION NEEDS - PORTUGAL 2-6th of May, 2016

7. 5- DIDACTIC METHODS FOR TEACHING CHILDREN WITH MOOD DISORDERS – LITHUANIA 21-25th of November, 2016

8. 6- TEACHING CHILDREN WITH BEHAVIOUR DISORDERS – LATVIA 20-24th of March, 2017

9. We had opportunities to observe different education strategies, methods and techniques during the different visitings in our partner schools. Thanks to our project and observations, we have realized that we had better implement these strategies and methods in our lessons.

10. We have also been inspired by the lessons and courses in our international project visitings. And, we have learnt much from each other and how much precious we are for each other.

11. So, we have organized and planned 3 demonstrative inclusive lessons with lesson plans, questionnaires and evaluation grids in our school. While preparing these plans, we used our knowledge and skills gained from these LTT events.

12. For demonstrative inclusive Biologhy and English lessons, we have inspired from the LTT event «Shaping Memory, Attention and Concentration in Poland».

13. For demonstrative inclusive Turkish Language lesson, we have inspired from the LTT event «Knots and Loops in Communication Dealing with Complex Communication Needs in Portugal».

14. LET’S LOOK AT THESE LESSONS IN DETAIL!

15. LESSON 1
TEACHER: Ibrahim HAN (Biologhy Teacher) SUBJECT: The Vitamins

16. Date:
Grade / Level: 9th Grade
Textbook: Course Book
Number of the students: 33
Number of students with special educational needs: 1
Time: minutes
Lesson: Biologhy
Topic: The Vitamins

17. OBJECTIVES
By the end of the training session, the students will be able to:
define a vitamin
group the vitamins
know the specifications and the use of the vitamins
know which food contains the right vitamin

18. MATERIALS 12 boxes for 2 groups (6 boxes for each group)
Glasses for the half number of the students
Pictures of some fruits and vegetables
Scissors and glue

19. The lesson starts with a warm-up activity: DON’T LAUGH, KEEP SERIOUS
The lesson starts with a warm-up activity: DON’T LAUGH, KEEP SERIOUS! The classroom is divided into 2 groups. The partners look at each other without moving their eyes to another side. The aim of the game is to stay until the end without laughing. The partners who laugh are supposed to leave the game.

21. After the warm-up activity, the lesson starts.
The subject is taught by the teacher.
The activity relating to the subject is started.

22. The students are divided into 2 groups.
The desks are put in front of each group.
The boxes of the vitamins are put on the desks (6 for the first and 6 for the second group).

24. The glasses which have pictures of the vegetables and fruits in different vitamins are put in front of the boxes randomly.

25. The sides of the glasses which have pictures are faced to the boxes so that the students will not be able to see. Also, the name of the vitamin written at the bottom of the glass is covered by a piece of paper.

27. The students, divided into 2 groups, stand in a queue
The students, divided into 2 groups, stand in a queue. With the teacher’s instruction, the students come one by one to take a glass and put it into the correct box.
When the 2 groups finish the task, the teacher counts the correct answers of each group.

28. In the end of the activity, both groups are rewarded with the fruits by the teacher.
After the activity, the teacher gets the students’ reflections about the activity.

32. LESSON 2
TEACHER: Fatma Pervin KAMBER (Turkish Language Teacher) SUBJECT: Effective Communication

33. Date:
Grade / Level: 9th Grade
Textbook: Course Book
Number of the students: 33
Number of students with special educational needs: 1
Time: 40 minutes
Lesson: Turkish Language
Topic: Effective Communication

34. OBJECTIVES
By the end of the training session, the students will be able to:
define the elements which form the communication process
know the importance of the effective listening in effective communication process
know the ways of providing effective communication
know the barriers of communication

35. MATERIALS
Papers
Pencils

36. The lesson starts with a warm-up activity: DO WHAT I SAY
The lesson starts with a warm-up activity: DO WHAT I SAY! The student(s), selected from the group, is taken out of the classroom. The volunteer students are given some instructions about the communication barriers.

37. When the student comes into the classroom, she is expected to behave according to the instructions given by the students inside the classroom («interrupt someone, ignore your friends»… etc.). The activity ends with getting the feelings of the performer students’ and the groups’ reflections.

39. The students are informed about effective communication.
They are divided into 2 groups.
Each group is given an A4 paper.
Each student is expected to write a sentence, fold it in order not to be seen by the other students and then pass it to the next student.

40. In each group, the last student reads the story of her own group.
The teacher asks «Why didn’t we have coherence in the stories?» and provides classroom interaction.

43. The teacher gives another A4 paper to each group.
On the papers, each student in the groups is expected to write her own sentence related to the previous one without folding the paper.

44. When the papers reach to the last students in each group, the sentences on these papers are read by them (Now, it can clearly be seen that they have a meaningful text when they have effective listening).
The teacher provides classroom interaction by asking: «Why did we have coherence in this text?»

47. After the activity ends, the teacher gets the students’ reflections about the activity.

48. LESSON 3
TEACHER: Mehmet E. HALAT (English Language Teacher) SUBJECT: Revising some English grammatical structures

49. Date:
Grade / Level: 11th Grade
Textbook: Course Book
Number of the students: 32
Number of students with special educational needs: 1
Time: 40 minutes
Lesson: English
Topic: Revising some English grammatical
structures

50. OBJECTIVES
By the end of the training session, the students will be able to:
use some grammatical structures
respond to the verbal stimuli in everyday English
learn English with drama and puppets
understand the conversation and dialogues in English

51. MATERIALS
2 puppets

52. In the warm-up part of the lesson, the teacher introduces the puppets to the students with the activity: LET’S MEET THE PUPPETS. He shows some funny tricks with the puppets to draw their attention.

53. The teacher has already taught some grammatical structures to the students in order to strengthen their knowledge about these structures. He prepares a drama show with puppets before the lesson. And, he aims to make the students revise the subjects and have fun.

54. He also aims to teach some adjectives and express likes and modals to the students.
During the drama in the lesson, the teacher tries to check the levels of the students’ vocabulary knowledge and grammatical structures.

55. The students give verbal and non-verbal responses to the behaviours of the puppets.
The teacher tries to create awareness about what the students should or shouldn’t do with the help of the puppets’ behaviours.
The students give short feedbacks about what they see and how they feel in the puppet show.

57. FROM THE STUDENTS’ FEEDBACKS;
The lessons have been funnier and more entertaining than the ordinary praxis.
The students have been more active in the lessons than in the past.
They have expressed that they learnt while they were having fun.
They have desired similar methods for different lessons.

58. FROM THE TEACHERS’ OBSERVATION GRIDS;
The lessons have been for mixed-up classes.
The multidisciplinary techniques have somehow been used in the lessons.
The teachers have found a way to attract the students.
The methods learnt during international meetings and trainings have been applicable for all levels and subjects.

59. REFLECTIONS / COMMENTS
The trainings and meetings have provided us with a perspective to evaluate our ordinary praxis with new and inclusive methods. There is a saying in Turkey: «We have nobody to lose in education». From this point of view, we have tried to change our students’ negative attitudes towards the school and education into positive.

60. We have also tried to change the students’ lives
We have also tried to change the students’ lives. And, we have tried to change the world altogether with our project partners from various European countries. Now, we are stronger and unique with our project partners in Inclusive Europe.

61. END OF THE PRESENTATION
PREPARED BY: The Turkish Scientific Committee