Before the course started, I didn’t know what included design was, and I think it’s necessary to explore it.
In the classroom study, I learned about Canada’s very humanized Law: “Canadian inclusive education pointed out that “human rights law requires education providers to provide services to the disabled. This means that when identifying obstacles, facilities must be provided to overcome them, unless doing so will cause unnecessary difficulties. The British Columbia government provides a partial list of inclusive education services for a variety of learning needs. According to the provincial law, “all students should have equal learning opportunities, achievement opportunities and the pursuit of excellence in all aspects of the education program.”
In the video attention test given in the course guidance, it is true that if my concentration is on the number of passes, it is difficult to notice the gorilla passing by. My personal opinion is that it has something to do with IQ, and smarter people may pay more attention to these details. But it’s just my guess.
In our blue print, we pay more attention to the construction of our teaching content, and often ignore many key elements, such as whether the learners can keep up with our progress, whether they are a little flustered when watching our teaching, and don’t know how to watch in order. These are very important things, because we have already grasped the knowledge we are going to teach, but we have ignored that learners are not familiar with what we teach, which may make them feel very confused. So we should set up a very clear and detailed guidance to guide learners to complete the study.
