03. Curriculum Innovation
Paper
Uncovering the Potential of CLIL: A Comprehensive Case Study to Improve Physics for Russian and Kazakh-speaking Grade 11 Students
Dariga Nurzhanova, Gulnur Kenzheeva, Kumissay Khassanova, Zhumagul Yesserkenova, Raushan Berdiyeva
NIS CBD Atyrau, Kazakhstan
Presenting Author: Kenzheeva, Gulnur
Content and Language Integrated Learning (CLIL) is a teaching method in which the subject is taught in a foreign language. Toward the close of the 20th century, European scholars from EUROCLIC introduced the term "CLIL" (Coyle, 2007) to encapsulate the notion of meaningful language acquisition via content-based instruction. Under this approach, language skills are not taught in isolation but rather integrated with the school curriculum topics. This method fosters proficiency in both the subject matter and the language of instruction, facilitating a deeper understanding of educational material alongside language development. Within CLIL, teaching often incorporates problem-solving scenarios mirroring real-life situations, providing ample opportunities for communication in a foreign language and enhancing skills across reading, listening, speaking, and writing. Teaching core subjects in a foreign language can equip students for success in international programs, courses, or future careers requiring linguistic proficiency.
Nazarbayev Intellectual Schools is implementing a trilingual educational policy aimed at preparing future generations of the country, which is one of the most important reforms in the country. In the trilingual policy program, Physics is taught in English, which is the third language. Mastering subject content in a third language gives students access to numerous information resources in Physics at the international level.
In Nazarbayev Intellectual Schools, training in the third language is conducted from the 11th grade of High School.
The main task of High School education is specialized education in Science and Math and ensuring the academic preparation of students for admission to higher educational institutions. According to the Program of High School education students most intensively and consciously develop academic, communicative, social, research, and problem-solving skills. It implements the social, professional, and civil self-determination of students. (Educational program of Nazarbayev Intellectual Schools NIS - program)
The primary objective of this research is to evaluate the effectiveness of students' ability to improve the correct use of keywords and complete responses in English by providing structural assignments using the CLIL method.
This research is aimed at determining the effectiveness of learning based on structural assignments that help students understand and apply the concepts of Physics, and to enhance their academic performance.
This research answers the following questions:
1. How does CLIL learning affect students' performance in Physics?
2. How does learning Physics by CLIL affect their functional literacy?
3. Will CLIL-based learning increase student interest in Physics?
4. What are the advantages and disadvantages of the CLIL method elements in studying the Physics?
To conduct the study, all participants give informed consent in advance. All data is collected and differentiated by ethical principles, and the data obtained is kept confidential.
Methodology, Methods, Research Instruments or Sources UsedThe research work was carried out through the Lesson Study (LS), one of the pedagogical approaches aimed at improving knowledge in teaching, which is a unique example of action research in the lesson. The LS involved a group of teachers and a school psychologist who jointly plan, conduct, monitor, analyze teaching and learning, and draw their conclusions on paper. During research, through the LS cycle, teachers have improved their teaching experience by applying various methods depending on the characteristics of students. To study the lesson on LS, a Ph5 group in Physics from Grade 11 of the Nazarbayev Intellectual School was chosen. There are 14 students in the class. The main reason for choosing this group is the lower performance of students in Physics during Terms 1 and 2 compared to the other Physics groups. The group consists of students with mixed Kazakh and Russian language instruction of learning. During the research, it was surveyed to identify the reasons for the low performance of students in the group. There were revealed difficulties with the correct and full use of keywords in tasks that require a complete response from students while fulfilling structural assignments. In addition, it was revealed difficulties due to different language instructions, problems in communicating with each other and organizing group and pair work.
The goals aimed at solving the main problems in the class are defined:
* Enhance student knowledge through independent and peer learning, alongside group and pair work.
* Improve keyword usage and open-ended question responses in structural tasks.
To solve the identified problems of the research group, to achieve the set goals, the members of the group, together with the school psychologist, summarized and discussed data on the personality characteristics of the students of the group and the level of anxiety of each student in teaching. It was implemented literature reviews to find out the impact of the CLIL method on the quality of learning. Hence, practical methods such as increasing the level of knowledge of students, improving the teaching methodology, and assessing for learning were realized regarding the individual abilities and characteristics of students. The research lasted for 4 weeks, in each lesson, students were given structural tasks prepared based on elements of the CLIL method, and at the end of the lesson all students were interviewed.
Conclusions, Expected Outcomes or FindingsThe following results are expected from this study:
Firstly, the CLIL method in Physics aids multilingual students in understanding physical concepts and terminology. It enhances academic language comprehension, establishing facts and principles, and analyzing experimental results.
Secondly, this method encourages independent solution-finding and critical thinking in both oral and written responses to structured problems.
Thirdly, the presentation of subject content based on reading, listening, and writing skills, considering the individual characteristics of students, increases the interest and interest of students in the subject.
Fourth, the different language levels of students in the study group may not withstand time management due to difficulties in understanding the content of the subject and performing tasks of different levels by the goals of learning.
As a result of joint planning and monitoring of sequential classes, improvement by analyzing each conducted lesson, and making changes, students improved their reading, self-education, learning, and evaluating each other. Obstacles in communication between students of mixed groups with each other have also been removed. This change contributed to the teacher meeting the planned time and being able to perform the planned activities easily and fully during the lesson stages. The achievement of students of mastered educational goals in the established section of physics during the training period was assessed summatively in the section, and the achievement of students for each educational goal was assessed individually after each lesson, and the trajectories of students' development were determined.
In conclusion, because of a survey of students and observations of group members, it was determined that in self-learning of new knowledge, better results can be achieved than in group work.
References1.Dalton-Puffer, C., & Smit, U. (2013). Content and language Integrated learning: A research agenda. Language Teaching, 46(04), 545–559. https://doi.org/10.1017/S0261444813000256
2.Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5), 543-562.
3.Coyle, D., Hood, P., & Marsh, D. (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press.
4.Creswell, J. (2014). Educational research: Planning, conducting and evaluating quantitative and qualitative research. London, UK: Pearson Education Limited
5.Nikula, T. (2015). Hands-on tasks in CLIL science classrooms as sites for subject-specific language use and learning. System, 54, 14-27.
6.Sang, D., & Jones, G. (2016). Cambridge International AS and A Level Physics Workbook with CD-ROM. Cambridge University Press.
7.Marsh, D. (1994). Bilingual Education & Content and Language Integrated Learning. In J. Charles Alderson & A. Beretta (Eds.), Language testing in the 1990s: The communicative legacy. Cambridge: Cambridge University Press. https://www.cambridge.org/core/books/language-testing-in-the-1990s/bilingual-education-and-contentand-languageintegrated-learning/30B47B6FDCFB24FD0567118C2B52B28E
03. Curriculum Innovation
Paper
Children's Communication Skills during Games with Rules
Neophyta Mavrommati, Eleni Loizou
University of Cyprus, Cyprus
Presenting Author: Mavrommati, Neophyta
Play has been widely associated with the Early Childhood Education and Care (ECEC) pedagogy and curriculum, as it is considered one of the most appropriate forms of organizing learning. It enhances children's holistic development and learning (Copple & Bredekamp, 2009; Payler, et al., 2017; Wood, 2015, Loizou, 2017). Article 31 of the United Nations Committee on the Rights of the Child (Loizou & Avgitidou, 2014) considers play as a fundamental right of every child. Each type of play (socio-dramatic, imaginative, constructive, creative, kinesthetic, experimental, and games with rules) appears to contribute differently to each of the child's developmental domains (cognitive, social, emotional, and motor). Focusing on play with rules, there seems to be an agreement in the existing literature regarding the positive impact they have on children’s cognitive development (e.g. language development, mathematical skills) (Ramani, et al., 2019; Andika, et al., 2019) and their socio-emotional development (e.g., social skills, interaction) (Anzman-Frasca et al., 2020; Barton, et al., 2018). Individual studies show that games with rules can help children develop their communication skills (Barton, et al., 2018) since they can become dynamic tools that promote the development of critical communication skills by encouraging verbal expression and understanding (Anzman-Frasca et al., 2020). However, the benefits of games with rules in facilitating the development of children's communication skills have not been sufficiently studied and need further investigation (Pellegrini, et al., 2002). In this context, the present research aims to investigate children's communication skills during their participation in a game with rules with peers. We define this type of play as a game with specific rules, specific structure and development. For this research, communication skills were defined and measured considering the following elements: verbal communication, non-verbal communication, listening, utilization of materials for communication purposes and the relevance of communication between children during the games with rules. Five children from six to nine years old participated in this study in a research lab with two doctoral students (researchers). Data collection included observation of each session and information was collected using an observational tool which had been developed by the two first researchers and examined and finalized by the third one for the purpose of this study. For triangulation purposes, data collection was carried out by the two researchers who analysed both the results collected by the observation tool and the results from the videotaping through episode recording. This study was based on the deductive approach of data analysis. It is evident that all the communication skills studied were utilized during the game with rules, some to a lesser and others to a greater extent. Data suggests variations in the occurrence of each skill related to the children's age. Older children used mostly verbal communication skills during their play while younger children used listening and non-verbal communication skills. Specifically, the older children used more their listening skills and commented less on the opponent's actions in the advanced form of play. Findings suggest that games with rules provide children with opportunities to exercise and enhance their communication skills.
Methodology, Methods, Research Instruments or Sources UsedTo investigate communication skills during games with rules, as well as note differences in these skills based on the difficulty of the games five children aged 6 to 9 years old participated in a structured study. The participants were selected using the purposeful sampling method as children of acquaintances were invited. The study was conducted at the Early Childhood Research Lab of the University of Cyprus. For this study, two well-known games with rules were used, both in their simple and advanced form. They were presented to the children after they were differentiated by the first two researchers. Data collection included participant and non-participant observation conducted by the first two researchers for triangulation and reliability purposes. The role of the one researcher was that of a spectator-non-participatory and the role of the second one was participatory. For this study, two different methods of data collection were used, video recordings and observations. The observations were conducted on two consecutive days and each observation lasted approximately 2 hours. In the first observation, data was collected on children's communication skills during the games with rules in the simple form while in the second observation in their advanced form. Specifically, a total of 12 video recordings ranging from 1 to 18 minutes in duration were collected. An observation tool developed by the researchers was used, consisting of communication characteristics as seen in the literature suitable for observing communication skills. The observation tool included a total of 21 statements related to 5 communication-related variables (verbal, non-verbal communication, listening, utilization of materials for communication purposes, communication relevance). The tool included four ratings related to the occurrence of the behaviour in each round of game (e.g., None, Rarely, Often, Very often). Data analysis involved two stages. Regarding the first stage, upon completion of each observation, the tool was completed for each child individually while at the same time, each researcher watched the relevant video recording noting down the children's dialogues and reactions. The data from the first and second observations were studied both individually and collectively. The second stage involved transcribing the video recordings resulting in a series of episodes which were linked with the variable categories. These were reviewed by the third researcher and any differences were discussed and a consensus was reached when compared to the observation tool outcomes.
Conclusions, Expected Outcomes or FindingsPlay is a vital context in which children can acquire and practice skills necessary for the development of communication (Brodin, 2020). Previous research has shown an increase in communication skills (e.g., commenting, responding) due to play interventions. In the present study, all communication skills studied appeared to be applied in children's play, concluding that they seem to be necessary during games with rules. However, there were differences in the occurrence of each skill related to the children's age. Specifically, older age children exercised greater control over the materials of each game. That is, the element of sharing the materials was more prominent, perhaps because they had more developed leadership and organizational skills due to their age. Also, older children used mostly verbal communication skills during their play. Specifically, they commented on their teammates' actions as an attempt to judge their correctness and asked questions about the game (both for clarification and to challenge a teammate) much more than younger children. Furthermore, the older children were strongly negotiating the progress of the game according to their interests. The younger children mainly followed the flow of the game determined by the older children. Our study showed that younger children used listening and non-verbal communication skills to a greater extent during their play. There were differences in children’s behaviour in terms of communication skills during their participation in the games with advanced difficulty. Specifically, the older children used more their listening skills and commented less on the opponent's actions. This can be interpreted due to the difficulty of the game and the fact that children were trying to maintain their concentration.
ReferencesAndika, W., D., Akbar, M & Yufiarti, & Sumarni, Sri. (2019). Playing board games with mathematical self-concept to support early numeracy skill of 5-6 years old children. Journal of Physics: Conference Series. DOI: 10.1088/1742-6596/1166/1/012019
Anzman-Frasca, S., Singh, A., Curry, D., Tauriello, S., Epstein, L. H., Faith, M. S., Reardon, K., & Pape, D. (2020). Evaluating a Board Game Designed to Promote Young Children's Delay of Gratification. Frontiers in psychology, 11, 581025. https://doi.org/10.3389/fpsyg.2020.581025
Barton, E. E., Pokorski, E. A., Sweeney, E. M., Velez, M., Gossett, S., Qiu, J., Flaherty, C., & Domingo, M. (2018). An empirical examination of effective practices for teaching board game play to young children. Journal of Positive Behavior Interventions, 20 (3), 138-148. doi: 10.1177/1098300717753833.
Brodin, J. & Renblad, R. (2020). Improvement of preschool children’s speech and language skills, Early Child Development and Care, 190 (14), 2205-2213, DOI: 10.1080/03004430.2018.1564917
Copple, C., & Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. National Association for the Education of Young Children.
Loizou E. & Avgitidou, S. (2014). The Greek–Cypriot early childhood educational reform: introducing play as a participatory learning process and as children's right, Early Child Development and Care, 184(12), 1884-1901, DOI: 10.1080/03004430.2014.892482
Loizou, E. (2017). Towards play pedagogy: supporting teacher play practices with a teacher guide about socio-dramatic and imaginative play, European Early Childhood Education Research Journal, 25(5), 784-795, DOI: 10.1080/1350293X.2017.1356574
Payler, J., Davis, P., & Isaacs, D. (2017). The Routledge International Handbook of Froebel and Early Childhood Practice: Re-articulating Research and Policy. Routledge.
Pellegrini, A. D., Kato, K., Blatchford, P., & Baines, E. (2002). A Short-Term Longitudinal Study of Children’s Playground Games across the First Year of School: Implications for Social Competence and Adjustment to School. American Educational Research Journal, 39(4), 991–1015. http://www.jstor.org/stable/3202452
Ramani, G. B., Daubert, E. N., & Scalise, N. R. (2019). Role of play and games in building children’s foundational numerical knowledge. In D. C. Geary, D. B. Berch, & K. M. Koepke (Eds.), Cognitive foundations for improving mathematical learning (pp. 69–90). Elsevier Academic Press. https://doi.org/10.1016/B978-0-12-815952-1.00003-7
Wood, E. (2015). Play, Learning and the Early Childhood Curriculum. Sage Publications.
03. Curriculum Innovation
Paper
Basic Understandings of Inclusive Assessment – a Qualitative Study on the Curricula for the Subject German in All Federal States
Jessica Löser, Jonas Goltz, Milena Dünkel
University of Göttingen, Germany
Presenting Author: Goltz, Jonas
The consideration of individualised learning requirements and backgrounds of pupils is a central foundation for inclusive teaching practices. This includes the constant adaption of school development processes as well as lesson planning. Within this discourse, the relevance of assessment is often highlighted (Neumann & Lütje-Klose 2020; Prengel 2016). The guiding assumption is that inclusive school must pursue the goal of offering all students options for individualized learning while acknowledging their diversity (Prengel 2016; Werning 2020). Teaching in inclusive classes therefore means assessing individual needs of students. The meaning and practice of assessment can be understood in different ways though. Those understandings move between a logic of placement on the one hand and a (process-centered) focus of educational support on the other hand (Mitchell 2008; Prengel 2016; Schmidt 2018). This leads to the question, whether assessment is used to assess learning outcomes, e.g. at the end of the school year, and then place pupils accordingly (“summative assessment”, Mitchell 2008, 201) or whether it is used to constantly gather information about individual learning situations in teaching practice and base the constant development of classes on this (“formative assessment”, ibid.). The discourse of inclusion shows an increasing focus on process-centered procedures, since they address all students in heterogeneous learning groups. In this form of assessment Mitchell (ibid., 184) sees (among others) a chance for individual learning, so students “have the opportunity to improve” (ibid.: 184). This also means to find out “why some learners do not succeed and to adapt the curriculum and [to] re-design your teaching to rectify any problems” (ibid.: 184 f.).
Inclusive school developments therefore means highlighting the heterogeneity of students. Here it is necessary to reduce discrimination and disadvantages which is requested and supported on different political levels (e.g. UN-BRK 2006; KMK 2022). The implementation of requirements like this depend on structural conditions of the school system. In this context segregated school systems, such as in Germany, impose additional challenges (Werning & Arndt 2015). Concerning political specifications about development of school and teaching, core curriculums can be viewed as essential baselines for school development and teaching practice. This is, among others, shown by Mihajlovic (2022) for Finland, Buchner & Petrik (2022) for Austria an Caspari (2021) for Germany.
Here this project can be situated. In a comparing perspective it analyses the German core curriculums for the school subject ,German’. Studies comparing teaching practice (on an international level) have shown repeatedly that teachers in Germany often fail to assess their students needs adequately (Schmidt 2018: 15, Mahlau et al. 2020: 88f, McElvany et al. 2023: 180). Furthermore, they struggle to combine assessment and teaching practices, since they often do not adapt their teaching accordingly (Walm et al. 2017, 114 f.). Our project therefore asks in what way assessment is implemented in the different German states and (secondary) school forms via core curriculums and therefore which base is given for teaching in heterogeneous settings.
Methodology, Methods, Research Instruments or Sources UsedThis project focuses on core curriculums. It follows the assumptions that those official documents offer important clues on which forms of pedagogical practices are desired and anticipated on a political level (Buchner et al. 2020). Furthermore, Caspari (2021) assumes that the transformation of curriculum contents can prelude development on school and teaching levels. According to Mihajlovic (2022) curricula provide mandatory baselines for arrangements of teaching settings. While the actual teaching practices may differ from curricular guidelines, they still offer suggestions and stimulations to teach in specific ways (Mihajlovic 2022, Buchner et al. 2022, Buchner & Petrik 2023).
An early sighting of potential data had already shown that the contents of the different curriculums, that are linked to assessment, often lacked an explicit connection to the topic, e.g. by using different vocabulary. Therefore, the methodological approach of this project needed to allow a very open handling of data. At the same time, forms of implementation of assessment needed to be identified across a large numbers of documents. For this, the grounded theory methodology (GTM) (Strauss & Corbin 2010) was chosen as an analytical approach. The GTM stands out among other approaches by its emphasis on flexibility in the research process. At the same time, it allows to discover concepts and categories as well as their internal connections on basis of data (Heiser 2018: 213 ff.). This approach allows it to identify parts of documents, which broach the issue of assessment only implicitly. The flexible changing between the steps of the GTM allowed the expansion of the sample even in the later research process.
This approach resulted in a sample of a total of 75 documents. The number as well as the extend of the documents differed a lot between the different states. Considering a theoretical saturation (Strauss & Corbin 2010), as well as the fact, that many parts of the documents did not broach assessment, not all extracts of the documents in the sample were analysed extensively.
Conclusions, Expected Outcomes or FindingsThe analysis of the core curriculums has shown that all German states and segregated schools share a basic understanding of assessment. Assessment is supposed to show learning results at the end of learning phases. But furthermore assessment, as well as subsequent individual support, are seen as strategies to meet heterogeneous learning groups to allow optimal learning processes.
This understanding of assessments affiliates to a broad scientific discourse. At the same time it is peculiar that the implementation of assessment differs a lot in some cases, when comparing the documents of different states and segregated schools. Here, assessment and teaching practices are often discussed independently without highlighting their connections. It is also shown that assessment is often broached way more intensely in those documents which put a specific focus on special need education or learning German as a second language. This way assessment gains importance in regard to specific differentiations between learners and, therefore, highlights them. Furthermore, the use of different terms instead of assessment is noticeable. This should be viewed critically, as unclear vocabulary may hinder teaching practices in contexts of team teaching (especially in settings of cooperation of teachers with different specialisations) or when beginning teaching at a new school (especially directly after graduating or when changing to a school in a different state).
Our research connects to a broad international research field (e.g. Füssel & Roeder, 2003; Pinar 2013; Caspari 2021; Mihajlovic 2022; Buchner & Petrik 2022, 2023). At ECER 2024, we aim to discuss implications of our research results with a focus on curriculum research and its meaning for teaching practices, e.g. which hurdles might be expected, as well as on possible further curriculum-developments. In this, we want to highlight the role of curricula and curriculum research for the development of inclusive school and teaching.
ReferencesBuchner, T./Giese, M./Ruin, S. (2020). Inklusiver Sportunterricht? Fähigkeitskritische Perspektiven auf Curricula des Schulfachs Sport. In Jahrestagung der Inklusionsforscher* innen: Inklusion-Partizipation-Menschenrechte. pp.278-285. Verlag Julius Klinkhardt.
Buchner, T./Petrik, F. (2022). Die Räume der Curricula: Zum Zusammenspiel von Raum und Fähigkeit an Neuen Mittelschulen. In: Tertium Comparationis - Journal für International und Interkulturell Vergleichende Erziehungswissenschaft. 28(1). p.13–33.
Buchner, T.,/Petrik, F. (2023). Evaluating education policies through a spatial lens: Uncovering the ability-space-regimes of Austrian new middle schools. In Space, Education, and Inclusion. p.38-56). Routledge.
Caspari, D. (2021). Der Französischunterricht in der Krise – und mit ihm die Bedeutung der Schulfremdsprachen außer Englisch. In: Grein, M./Schädlich, B./Vernal Schmidt, J. M. (ed.). Die Krise des Französischunterrichts in der Diskussion. Berlin: J. B. Metzler, p.25-43.
Füssel, H.-P./Roeder, P.M. (2003) Recht - Erziehung - Staat. Zur Genese einer Problemkonstellation und zur Programmatik ihrer zukünftigen Entwicklung. Weinheim: Beltz.
Heiser, P. (2018). Meilensteine der qualitativen Sozialforschung - Eine Einführung entlang klassischer Studien. Wiesbaden: Springer VS.
KMK (2022). Standards für die Lehrerbildung. Bildungswissenschaften. Beschluss der Kultusministerkonferenz vom 16.12.2004 i. d. F. vom 07.10.2022. https://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2004/2004_12_16-Standards-Lehrerbildung.pdf
Mahlau, K./Ehrich, K.,/Blumenthal, Y.,/Voß, S. (2020). Multimodale Diagnostik als Ausgangspunkt für spezifische Förderung. Zeitschrift für Heilpädagogik, 71, p.88-99.
McElvany, N/Lorenz, R./Frey, A./Goldhammer, F./Schilcher, A./Stubbe, T. C. (ed.) (2023). IGLU 2021 - Lesekompetenz von Grundschulkindern im internationalen Vergleich und im Trend über 20 Jahre. Münster: Waxmann Verlag.
Mihajlovic, C. (2022). Vielfalt im Sportunterricht. Ger J Exerc Sport Res 52, 135–147 (2022). https://doi.org/10.1007/s12662-021-00743-5
Mitchell, D. (2008). What really works in special and inclusive education. Using evidence-based teaching strategies. (2nd ed.) London u.a.: Routledge.
Neumann, P./Lütje-Klose, B. (2020). Diagnostik in inklusiven Schulen – zwischen Stigmatisierung, Etikettierungs-Ressourcen-Dilemma und förderorientierter Handlungsplanung. In: Gresch, C./Kuhl, P./Grosche, M./Sälzer, C./Stanat, P. (ed.) Schüler*innen mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen . Springer VS, Wiesbaden.
Pinar, W.F. (ed.). (2013). International handbook of curriculum research. Routledge. London.
Prengel, A. (2016). Didaktische Diagnostik als Element alltäglicher Lehrerarbeit – „Formatives Assessment“ im inklusiven Unterricht. In: Amrhein, B. (ed.):Diagnostik im Kontext inklusiver Bildung. Bad Heilbrunn: Klinkhardt. p.49–64.
Schmidt, F. (2018). Diagnose von Lesekompetenz aus Sicht von Lehrpersonen im Fach Deutsch. Berlin: Peter Lang.
Strauss, A./Corbin, J. (2010). Grounded Theory. Grundlagen qualitativer Sozialforschung. Weinheim: Beltz.
UN (2006) = United Nations (2006). Convention on the Rights of Persons with Disabilities (CRPD). https://treaties.un.org/doc/Publication/CTC/Ch_IV_15.pdf.
Werning, R./Arndt, A.-K. (2015). Unterrichtsgestaltung und Inklusion. In Kiel, E. (ed.). Inklusion im Sekundarbereich. p.53–96. Stuttgart: Kohlhammer.
Werning, R. (2020). Inklusive Didaktik – adaptiven Unterricht realisieren. In: Schule inklusiv, 8, p.4–8.
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