This content discusses an inclusive educational approach focused on supporting children like Ahmed, who has communication challenges, by starting with accessible learning points and fostering a growth mindset for all students.
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what does he do on the swings that we're
trying to get him to do what's our big
goal from it we want him to do what we
want him to talk more so when they're on
the swings
Ahmed like all kids will talk more with
his friends than he will with his
[Music]
think about it for a minute what do you
think this book might be about there was
no answer so I'm not is having a time
out because he needed some time away
from the group in the library and he has
his friend here what's your name hinder
how do you play with him do this how
would you describe almond being different
he doesn't talk that much he makes kind
of sounds it makes more sounds so we use
the words not yet we don't all learn at
the same time so there's things that he
can't do not not yet yet that not yet
languages from the growth mindset the
idea that we're all working progress and
when we can't do something it's because
we're still working on it
so you're looking at I want everybody to
be able to get this and I get that some
are gonna understand all the way to
there so little almond might access
something at the base so when we're
planning we're thinking about what's the base
base
I want all children to access [Music]
writer you used to sit beside on it at
snack time what would mrs. Chan try to
get him to say I want something so we
know Ahmed loves his chips like we all
love our chips so we instead of on into
saying chips please we would want him to
say I want chips please [Music]
[Music]
so the strategy that I really learned
that I appreciate it's called the
planning pyramid where you start not
from the most complex you start from the
most accessible what can everyone know
and do and then you can add on
complexity it is so much easier to add
on complexity that it is to try and go
backwards in retrofit and we see that in
architecture and we say that in medicine
and this idea of let's start from the
all and some kids are gonna go further
and that's okay and so it's changing the
narrative from let's get everyone to the
same place so let's start together and
have different exit points what's he
like a little bit is it like you're a
big brother kind of like a big sister
so in our class when we call it being a
mini teacher so do you guys like being
mini teachers and we like being mini
teachers not just to almond right
because at Ferris we have heart we have hurt
hurt [Music]
[Music]
pan globally we understand that we
should be building students as 21st
century learners kids who can adapt and
figure things out versus regurgitate it
does make you wonder though if your
National Assessment is only
content-based I can see how there's a
pressure to teach content many children
are not growing as much as they could
because they're just performing for the
test or what the outcome is but they're
not moving past it but the point is not
where are my students it's are my
students moving forward so students like
Ahmed will be like students in our
special schools in Singapore can you
actually imagine them in your classrooms Wow
Wow
so I have difficulty imagining how the
class teachers in mainstream preschool
classroom would be able to manage them
as well as a whole class but this also
brings us to the question of are we
expecting our teachers or children to do
too much within program hours and how
can we balance education for life rather
than just academic education learning
for life also includes learning with
others who are different I think it will
lead to more powerful collaboration and
relationships and overall everyone
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