Importance Of Interpretation In Learning

Importance of interpretation in learning

Introduction

The interviews conducted, allow to infer that both the directives and the teachers define the concept of inclusion accepting the differences of each person. It is observed, in theory, a positive attitude towards diversity coinciding with Ainscow’s statement. "Diversity is not perceived as a problem to solve, but as a wealth to support everyone’s learning". In practice, the response to diversity is difficult because although there is that positive attitude towards it, a culture of inclusion is still working in the institution and deepening inclusive practices. 

Developing

There is a reduction in the concept of heterogeneity to work with children with NEE, it seems not to be considered that the heterogeneous classroom is a space in which “all students, whether they present difficulties or stand out, can progress and obtain results to themeasure of its real potential, both cognitive and personal and socially ”. Teachers indicate a lack of clear institutional guidelines and all, both directives and teachers, consider the lack of continuous and systematized training a serious impediment to advance in the subject. 

While teachers care about studying on the subject, they feel self-taught and consider the accompaniment they receive from their peers. Both directives and teachers recognize their concern to strengthen evaluation strategies. Analysis of the material worked in EMI November.

As already noted in the month of November, taking advantage of the EMI space, a meeting was held that served to collect information about the own difficulties and dissatisfactions regarding the development of the teaching-learning process and the evaluation of this process. 

In order for this to be profitable for the participants, they were previously requested to complete a qualification scale. Diversity is considered a positive resource for learning, the differences between students are taken into account, students actively participate in their own learning, students are motivated to be responsible for their own learning, students are consultedabout the support they need. Teachers see the incorporation of students with more help needs as an opportunity for professional development.

The support of students with Nee is coordinated with other types of pedagogical support. The support teachers are involved in the classroom programming and in their timely review. Subsequent reflections are used to support teachers in care for students. The activities are designed to contribute to each student’s learning. Classes are prepared in mind the diversity of students’ experiences. The different learning rhythms are contemplated. Class methodology adapts so that different learning styles can emerge among students.

The objectives of the activities are clear to the boys, individual work, as a couple, in groups and with the whole class at different times is planned, there is a variety of activities, students have the possibility of carrying out activities in different ways. Students are given the opportunity to choose between different activities. The classroom environment, your organization and resources to autonomous learning contribute. Teachers learn to use technology to support learning in their classrooms. 

Regarding the evaluation, the evaluation reports of the students in all their skills and knowledge reflect the evaluation reports. A report is made of each student that qualitatively reflects their progress in a positive way. Information that allows them to recognize what they have learned and what they should do next. The results of the evaluations are used to introduce changes in teachers and thus adjust them to the needs detected. In the evaluation tests, adaptations are facilitated.

In terms of time and other devices so that the tests are more just for children with difficulties, different evaluation strategies are used so that all students are allowed to show their skills. Students are helped to reflect on their own written, oral, or others to know how they can improve. The evaluation is designed to help students reflect on their own learning. Students participate in support and dialogue on the learning of others.

The intention was to work with the entire teaching population (14 teachers) but 4 teachers did not deliver the resolved scale. The last section evaluates the inclusive practices in the classroom referring to the evaluation. self-assessment and coevaluation practices are valued. Qualitative analysis. The valuation scale is divided into three axes. Seeks to assess what happens in school, in the classroom and in the evaluation with respect to inclusive practices. On the second axis: the school. In school 82% of the indicators are always observed, almost always or sometimes. 

Within that group, 55% of indicators are sometimes observed or almost always. This could be due to a lack of institutional systematic guidelines that favor an inclusive culture. The valuations of both the perception of diversity and a resource are low to support learning, 60% consider it valuable sometimes, as well as the assessment of differences in students, 70% indicate that sometimes they are valued. The same goes for the indicator that shows if teachers see the incorporation of students with more help needs as a professional development opportunity.

80% consider that this never occurs or sometimes occurs. The indicators that aim to evaluate in joint work between degree teachers and support teachers also give a negative assessment. 90% say they never includes supports in Aulica planning. 80% of teachers consider that only subsequent reflections are used to support teachers in care for students. Regarding this, if it is crossed with information provided by the informants, totally opposite opinions can be observed and in the same context.

What invites you to think that perhaps reflection on practice is generated spontaneously among teachers and is not an institutional practice. It is observed that all this information would be. The consensus that in recent years have been built regarding the capacities that teachers must put into action from an inclusive approach: the assessment of diversity and understand it as a pedagogical resource, collaborative work with different actors of the educational community, theability to reflect and learn from practice thanks to the support of professionals. 

(European Agency for the Development of Students Education with special educational needs). As a positive aspect. It is observed that students are motivated to be responsible for their own learning and a progressive autonomy is favored in students. On the second axis: the classroom. In the classroom 90% of the indicators are almost always observed or sometimes. Only 50% of the indicators are always observed in the classroom by teachers, and the assessment always, when it occurs is less than 30%. 

50% of teachers indicate that classes never reflect the different rhythms in which students complete their tasks. 70% of teachers observe that never or only class methodology adapts to respect the different student learning styles. 60% of teachers also indicate that students never have opportunities to perform their tasks in different ways and 40% argue that students have no opportunities to choose from different activities. 

In other words. 30% of teachers never explain the objectives of activities, which refers to poor mediation in the field of intentionality. On the other hand, it is interesting to observe that 90% of teachers plan, always or almost always, alternating individual work, as a couple, in groups and with the whole class at different times, as well as 80% implement ICTs in theirlessons. 

Perhaps this responds to the training that teachers have done in the last two years. In the third axis referring to evaluation. 88% of the indicators receive the highest frequency of observation in the valuation sometimes;There are 66% of indicators that have more than 40% in the valuation never. Only 11% of the indicators are always observed. 100% of teachers indicate that a personalized report is never made that qualitatively reflect the progress of students in a positive way. 

70% reports that information is never returned to students that allow them to recognize what they have learned and what they should do next. Only in 30% of those of teachers consider that the results of the evaluations are used to introduce changes in teachers and thus adjust them to the needs detected. 80% of teachers report that sometimes or only in evaluation tests adaptations are facilitated, in terms of time, communication devices so that the tests are more just for students with difficulties. 

60% say never to use different evaluation strategies so that all students are allowed to show their skills. 80% of teachers argue that ever or only students are helped to reflect on their own written, oral, or other contributions so that they know how they can improve. 70 % of teachers believe that sometimes or self-assessment is never implemented as a way to reflect on their own learning. 100% of teachers inform that ever or only students participate in support and dialogue on the learning of others. 

The evaluation requires being congruent with the type of pedagogical work. It is necessary to promote to meet the educational needs derived from diversity. If in the school and in the classroom inclusive practices are not implemented, this will be reflected in the evaluation practices. Thus we see, as in the axis referring to the evaluation, the lack of inclusive practices is deepened because the teachers indicate the absence or shortage of actions that allow obtaining evidence about the different levels of performance in which the students are. 

This absence or shortage will hinder different types of learning trajectories oriented towards common goals for all, considering that everyone has the opportunity to progress and achieve significant learning once their personal characteristics are taken into account. Evaluating respecting heterogeneity allows progress in learning, safely and sustained, in order to favor a successful response in diversity attention. Having previously prosecuted this information, the EMI meeting began with the discussion about an image. 

conclusion

The objective was to stimulate dialogue on the issue of evaluation and proliferation of meanings about this. Teachers had to recognize the pedagogical errors that were presented in it and discuss ideas about these, in addition to making suggestions to improve them. Statement of the conclusions of the work on the image that began the meeting (it worked cooperatively).