EUROPE FOR INCLUSION
DEMONSTRATIVE INCLUSIVE LESSONS
March 2017
GAP KIZ ANADOLU LISESI
SANLIURFA / TURKEY
As Turkish participants, we
have attented to 6 Learning,
Teaching and Training (LTT)
activities and observations
in our project partner
schools. These LTTs are:
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.
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.
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.
For demonstrative inclusive
Biologhy and English lessons,
we have inspired from the
LTT event «Shaping Memory,
Attention and Concentration
in Poland».
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».
LET’S LOOK AT
THESE LESSONS
IN DETAIL!
TEACHER:Ibrahim HAN
(Biologhy Teacher)
SUBJECT: The Vitamins
• Date:
13.03.2017
• Grade / Level:
9th Grade
• Textbook:
Course Book
• Number of the students: 33
• Number of students with special
educational needs:
1
• Time:
40 minutes
• Lesson:
Biologhy
• Topic:
The Vitamins
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
• 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
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.
•After
the
warm-up
activity, the lesson starts.
•The subject is taught by
the teacher.
•The activity relating to
the subject is started.
•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).
•The glasses which have
pictures of the vegetables
and fruits in different
vitamins are put in front
of the boxes randomly.
•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.
• 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.
•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.
TEACHER:Fatma Pervin
KAMBER (Turkish Language
Teacher)
SUBJECT: Effective
Communication
• Date: 15.03.2017
• 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
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
•Papers
•Pencils
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.
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.
•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.
•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.
•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.
• 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?»
After the activity ends,
the teacher gets the
students’ reflections about
the activity.
TEACHER: Mehmet E. HALAT
(English Language Teacher)
SUBJECT: Revising some
English grammatical
structures
• Date: 16.03.2017
• 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
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
•2 puppets
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.
• 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.
•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.
• 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.
• 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.
• 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.
• 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.
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.
PREPARED BY:
The Turkish Scientific Committee