dragon
The
's
dungeon
Start the game
© 2024 DISCO+
Legend says that a distant kingdom forged a sword that can defeat any evil when combined with the power of the elemental gems (fire, water, air, and earth). You are a teacher, and you must gather the gems to assemble the ultimate weapon and improve the dragon of exclusion lurking in every classroom.
Start the game
Thank goodness you are here! We need your help! You must find the four elemental gems to give the sword enough power, then turn the fearsome dragon, which terrifies the students, into a better being…
Please help us, you are the only person who can do it!
No thanks, I'll pass my turn.
Pleasure!
Ouch! I thought you were cool... What's happening to us next?
Aha, I was joking... Of course I'm going to help you!
I knew you wouldn't let me down! Thank you so much! Here is the sacred sword. Gather the elemental gems to complete it turn the dragon into a better being.
WORLD 1 - EARTH GEM
EARTH GEM
Alex, the non-native speaking learner, needs support to understand what he is reading. His proficiency in the language of instruction does not allow him to fully understand what is said in class. Moreover, even in his mother tongue, he has difficulties with mathematics.
Start
Ha, ha, ha! I've locked Alex, the non-native-speaking learner, in the dungeon of misunderstanding. Free him if you can!
Alex has a limited understanding of mathematical vocabulary. He can't understand a problem statement. What is the best effective practice?
Provide images, pictograms and a schematic representation
Rephrase the problem using simplified syntax.
Translate the mathematical terms into Alex's mother tongue.
Offer concrete manipulative exercises that illustrate the problem.
Alex has found a solution to the assigned maths problem. He would like to share it with other students in the class. What do you think works best?
Place Alex in front of the class and the teacher beside him.
Place Alex in a group of 3 or 4.
Have Alex work in pairs.
And now you have to assess Alex. What is the best strategy?
You ask him to complete a "fill in the blank" text containing the framework for the solution.
You ask wh- questions.
You give an assessment adapted to his/her difficulties.
You allow him/her to answer in his/her mother tongue.
Alex refuses to express himself to propose his solution. What should be the priority action?
You offer other forms of expression besides speaking.
You place him in a group with quiet students.
You try to understand why he does not want to speak.
You pair him up with a sudent he is confident with.
Now Alex has to write his answer on his own. What can you do to help him?
You provide rubrics to explicit your expectations and the different parts of the written assignment.
You discuss with him how he solved the problem, and you scaffold his task by providing a template for writing.
Congratulations! Here is your reward, you’ve earned it!
Restart the gem?
It is important that the learner understands what he is reading. Translating the texts for them may help them to succeed at the time, but they will not progress in the language and it will not help them in the long term. So we need to find other solutions...
Oh no, I lost! Give me another chance!
It is important that the students understand what they are reading. While providing them with images or pictograms may help them succeed with the task in the moment, it will not lead to progress in the language and ultimately will not provide lasting assistance. Therefore, it is necessary to find other solutions…
Oh no, I lost! Give me another chance!
It is important that the students understand what they are reading. While providing them with concrete manipulations may help them succeed with the task in the moment, it will not lead to progress in the language and ultimately will not provide lasting assistance. Therefore, it is necessary to find other solutions…
Oh no, I lost! Give me another chance!
It is important that the student understands what they are reading and can then begin to think about the problem. Simplifying the syntax will help them access the meaning of the problem. Providing images, concrete manipulation, or translations of mathematical terms will also be helpful, but what truly matters is that they can progress both in mathematics and the target language.
Well done! Next question.
Go back to the question.
Placing the student in front of the class without mastering the language may put them in a difficult position. Emotionally, it could be traumatising and lead to significant barriers that are hard to overcome later, even with the teacher's support.
Oh no, I lost! Give me another chance!
A small group of students (3 or 4) facilitates better cooperation and easier exchanges: you can take your time to produce a sentence, and you can create groups by selecting the students' profiles more precisely.
Well done! Next question.
Go back to the question.
A pair is often too small a group and does not allow the issue of mutual understanding required for communication to be resolved.
Oh no, I lost! Give me another chance!
Answering wh-questions requires a good command of the language and an in-depth understanding of the ideas.
Oh no, I lost! Give me another chance!
Imposing a specific way to write the solution to a problem can hinder students, even those without difficulties in the language of instruction, when the method does not align with their own approach.
Oh no, I lost! Give me another chance!
The student may not be familiar with the specific terms related to the subjects in their native language. These terms might not even exist in that language. Additionally, the teacher likely does not speak the student's language.
Oh no, I lost! Give me another chance!
Yes, you're right. The evaluation must be adapted to this student's needs. This is where the principle of differentiation applies. The assessment can be adjusted by modifying the task according to the student's abilities.
Go back to the question.
Well done! Next question.
Speech may not circulate much, and Alex will have few opportunities to speak or improve in the language of instruction.
Oh no, I lost! Give me another chance!
You're trying to consider the emotional aspect, and that's all very good, but it's not enough. You also need to look for external reasons why the student doesn't want to talk and propose appropriate solutions in a supportive environment.
Oh no, I lost! Give me another chance!
This is one possible solution, but we need to look for any external causes that make the student unwilling to talk and propose appropriate solutions in a supportive environment. For example, we could use a variety of media and reward even the slightest attempts to participate.
Oh no, I lost! Give me another chance!
Correct answer: It is essential first to investigate why the student does not want to speak and then propose the best solutions in a supportive and caring environment.
Go back to the question.
Correct answer, move on to the next question!
The criteria are already difficult to grasp for students who understand the language; it is preferable to build them together.For a student with limited mastery of the language of instruction, the criteria are likely to be even harder to understand.
Oh no, I lost! Give me another chance!
First, it is important to understand the student's needs in order to provide appropriate support. Offering pre-written sentences can be a helpful aid.
Go back to the question
Well done! Next gem!
WORLD 2 - AIR GEM
AIR GEM
Congratulations! You’ve passed the first stage. Can you take on this new challenge? Congratulations! You’ve passed the first stage. Can you take on this new challenge? In your class, two autistic students, Loana and Ludas Matyi, have contrasting profiles: one faces learning difficulties, while the other excels in specific subjects. Despite the challenges this creates, both remain in the same group. Your project on sustainable development begins with a survey of students’ families' recycling practices. The collected data will then be analysed to assess the current practices and consider possible improvements.
Start
To be as inclusive as possible with these two pupils with autism, what precautions do you take to ensure you don't make any mistakes?
You independently seek the best solutions in the scientific literature, specialised in including autistic pupils.
You consult the management and medical teams or the parents to adapt your teaching for these pupils.
What is the best strategy to form groups of students?
You decide on the group composition.
You randomly form the groups.
You let the students choose their group.
How do you form the groups to include both pupils best?
You start from the needs of these two students.
You start from the needs of all students.
You want to help the class become aware that families produce too much recyclable plastic waste. How could you take these two students into account?
A table with figures giving values (250g of plastic, 45g of paper, 25g of cardboard).
Photo of plastic objects and a table giving values (250g of plastic, 45g of paper, 25g of cardboard).
At the end of the project, how will you assess the two students with autism spectrum disorders?
Matching exercise with photos.
A multiple-choice questionnaire (MCQ)
Congratulations! Here’s your reward, you’ve earned it!
Well done! The needs of autistic students are highly varied. The inclusion of students with autism spectrum disorders in a classroom requires an individualized approach, and only the parents, along with medical services, know the best solutions for these students. It is also important to consult specialized services that have worked with the child to adopt the best professional practices.
Game over
The needs of students with autism spectrum disorders are highly varied. Including these students in a classroom requires an individualised approach, and only the parents and medical services know the best solutions for them. It is therefore essential to consult specialised services that have worked with the child to adopt the best professional practices.
Try again!
You are right. The teacher should supervise the composition of the groups to ensure a positive learning environment for each student. Allowing students to choose in this specific context, where some have social problems, can be problematic because these students may never be chosen. Random selection leaves the inclusion of the two students with particular profiles to chance, which could be a risk for the group dynamic.Therefore, it is wiser to form the groups by selecting the most competent and empathetic students and frequently rotating the helpers to prevent fatigue.
Game over
Each solution is possible, but allowing students to choose in this specific context, where some have social problems, can be problematic because these students may never be chosen.
Try again!
Game over
Random selection leaves the inclusion of the two students with particular profiles to chance, which could be a risk for the group dynamic.
Try again!
Good answer. At the same time, it is important to do everything possible to include best the two students, the other students in the class should not be overlooked.
Game over
If the two pupils with autistic disorder are to be included to the best of their ability, the class ecosystem has to suit everyone. These two students have specific needs that may not correspond to the needs of the other members of the class.
Try again!
Good answer. It is important to differentiate the materials so that all students can achieve the goal: raising awareness about the amount of waste produced.
Game over
Because it doesn't consider the general difficulties of students who struggle with abstraction. Providing multiple instructional mediators allows everyone to engage more easily in the activity.
Try again!
Correct answer. What matters is that all pupils can show that they understand that too much waste is produced, but they can do so in different ways. It is therefore necessary to differentiate the types of questions according to the profile of the pupils.
Game over
By offering responses only in text form, students who struggle with abstraction might find it difficult to understand and respond correctly.
Try again!
WORLD 3 - WATER GEM
WATER GEM
Ah, ah! Do you really think you can overcome all the obstacles? Then, tell me how you would organise scientific experiments in a class with a deaf student, a hyperactive student, and a quadriplegic student? (Slide the light to find the correct answer.)
Start
In a tube filled with alcohol, Celsius made a zero mark in frozen water and a 100 mark in boiling water and then placed 100 graduations, thus constructing a thermometer. You want the students to understand that the construction of the temperature scale in degrees Celsius is based on an empirical measurement. How could you do this?
Repeat exactly the same experiment.
Use a tube with 100°C indicated.
Watch avideo
Use a digital simulation.
Read atext
Move the white circle to reveal the words underwater, then click on the words to confirm your answer.
How do you organise the experiment so the ADHD student can create the temperature scale?
A digital simulation.
Keep the studentaway.
Behavior chart only for him.
Provide additionaltubes
Behavior chart for all students.
There is a pupil in the class with quadriplegia. What could he do to participate in this experiment?
A digital simulation.
Watch the others perform the experiment.
Read a text.
Monitor safety.
Watch a video.
Your students have a thermometer where all the graduations are erased except the 100°C mark. You want them to complete the scale. How could you get the students to experiment in a class with a deaf student?
Collaborative drawing.
Change experience
Questions to guide the students.
All the students are working alone.
The experiment is not feasible.
Led by the ADHD pupil, who wants to rush things, the pupils plunged the erased thermometer into cold water, thinking it was 20°C. They then indicated that the thermometer would mark 0°C and started to add the graduations. They then indicated that the thermometer would mark 0°C and started to add the graduations. However, the water was actually 10°C, not 20°C. How do you develop their critical thinking skills in this situation?
Give the correction.
Nothing.
Give a remediation exercise.
Celsius did not know the temperature of the cold water.
Explain the error.
And now, find the gem! Hurry up!
Congratulations, you found the Water Gem!
Game over
Warning! Carrying out the same experiment would lead students to handle boiling water, which can be dangerous in a classroom. Student safety must be your first concern!
Try again!
Game over
To teach science, experiments must be conducted, not just viewing documents, and you will need to subtitle the video for the deaf student.
Try again!
Game over
What a shame! You had the opportunity to make the students think and let them experiment, and instead, you gave them documents! Doing science is, above all, about conducting experiments.
Try again!
Game over
That could be a good solution, but honestly, is bringing ice into a classroom really that complicated? Erasing the graduations on the thermometers should be doable... Doing science is always better when it's concrete. How will this help the deaf student?
Try again!
Great! Doing science in a safe environment is always preferable to doing it virtually, on a document or video. As neuroscience tells us, learning requires being active! Besides, nothing needs to be changed for the deaf student. It's always better to find activities adapted for all pupils.
Next
start again
Game over
To teach science, experiments must be conducted, not just reading documents. Prohibiting an activity due to difficulties the student cannot (yet) control raises ethical concerns.
Try again!
Game over
It's right to include him, but if he breaks equipment, it could make him look bad in others' eyes and put him at risk of injury. Therefore, it’s the wrong approach.
Try again!
Game over
That might be a good idea, but it is possible to integrate the student into the activities better. The hands-on activity should be the same whenever possible as for the other students.
Try again!
Game over
It's a good idea because it would allow him to take responsibility... but it could also reinforce his special status compared to the others. Additionally, he might not be the only one needing a reminder about classroom behaviour rules.
Try again!
Ha! You got me!Yes, according to Universal Design for Learning (UDL) principles, we provide all students with the same tools and methods typically designed for students with special needs. Other students in the class probably benefit from these adaptations, even if their needs haven't been formally identified. Ethically, it's also better not to make distinctions for students who have already been identified as having special needs.
Game over
Watching others puts the student in a passive role, which doesn't encourage learning. Regardless of the disability, the student must do something with and for the group. And don't forget that doing science also means developing skills such as ‘following a protocol’ or ‘carrying out an experiment’. This, too, needs to be taught.
Try again!
Game over
Watching a video isolates the student from the group, and this does not align with a fully inclusive approach. Despite their disability, the student must do something with and for the group. And don't forget that doing science also involves developing skills such as "following a protocol" or "conducting an experiment." It's important to teach them these skills as well.
Try again!
Game over
Reading a text that describes the experiment and its results isolates the student from the group, and this does not align with a fully inclusive approach. Despite their disability, the student must do something with and for the group. Additionally, don’t forget that doing science also involves developing skills such as "following a protocol" or "conducting an experiment." It's important to teach them these skills as well.
Try again!
Game over
Proposing a digital simulation for this experiment excludes the student from the group and does not align with a fully inclusive approach. Despite their disability, the student must actively participate with and for the group. Let’s not forget that practising science also involves developing skills such as "following a protocol" and "conducting an experiment." It is essential to teach them these skills as well.
Try again!
Well done, you found it! Assigning a specific role to a student based on his/her abilities is good, provided that other students in the other groups have the same role. This respects the principles of Universal Design for Learning and promotes the development of the same skills. The student with this type of disability can have other roles: indicating and checking that the steps in the protocol are followed correctly, taking notes of the results, or writing a text or recording an audio to explain what has been learnt in the session, etc. A bit of metacognition can't do any harm
Game over
It's not a matter of experience, as each one depends on communicative exchanges. In this case, sight and touch can be effective for agreeing on the drawing or text of an experiment to be invented. Go ahead, try again!
Try again!
Game over
Imagining and creating are significant cognitive efforts (see Bloom's Taxonomy, Anderson and Krathwohl), even if they are complex. Group work promotes mutual support (see Vygotsky) among peers. Allowing students to work individually carries the risk that they may not succeed. It seems more pedagogically sound to organise groups to encourage exchange. Additionally, isolating a student for communication reasons can foster negative feelings toward them. Therefore, it is essential to promote inclusive activities that engage all students, allowing everyone to participate fully and equitably.
Try again!
Game over
But no! There are always avenues to explore! Highlight your professionalism and share your doubts with your colleagues. Teamwork is just as essential for adults!
Try again!
Game over
This can be a tool to help students who are struggling, but it does not allow them to develop the ability to address a scientific problem. To solve a problem, one must feel free to propose and test ideas, even if it means making mistakes and realising those mistakes. Developing a scientific approach means learning to search for and justify one's choices. A guide is a false good idea for the vast majority of students. They are intelligent, and we must trust them!
Try again!
Yes! That's it!We need to find a way to facilitate communication among the students. This can be done through writing or collaborative drawing on paper, in their notebooks, or with digital tools. This allows all students to express themselves without discrimination. The student who is deaf will also be able to express themselves verbally, which will likely facilitate a smooth exchange.
Game over
Saying nothing or doing nothing will not help students identify their mistakes. To develop critical thinking in science, students need to recognise errors to propose alternative solutions and understand why the mistake was made. Therefore, the teacher's role is to question and help students question the results or problem-solving procedure.
Try again!
Game over
Simply correcting does not foster the students' critical thinking, but instead encourages a passive attitude. It is essential to guide them to read the instructions carefully, question their results, and interpret any errors. Working on mistakes is both an effective and engaging method for everyone.
Try again!
Game over
Since we aim to develop critical thinking by detecting errors in results and procedures, mere explanation is not enough. The teacher's role is to act as a mediator, helping students ask the right questions so that they can identify the mistake themselves.
Try again!
Game over
To provide a remediation exercise, it is essential first to identify what prevented the students from succeeding. This often involves correcting the exercise beforehand, which does not encourage the students to question the results obtained and the procedures. What a shame! How will the ADHD student feel who led them down the wrong path?
Try again!
Directing students to read the instructions is essential to assess their understanding. This allows them to discover the source of their errors themselves, thereby fostering the development of critical thinking in science. For example, it could have been indicated that the water is at 10°C, or students could have been encouraged to use ice. Organising a collective discussion to compare the results and methods of different groups is also beneficial. This helps them understand the importance of their experimental method. The groups can also share their results, providing multiple perspectives on the problem.
WORLD 4 - FIRE GEM
FIRE GEM
Congratulations! You've passed the first three steps! Will you be able to take on this new challenge? In your class, you now have a visually impaired student. You are conducting a science experiment to help students understand that matter changes when heated, such as sugar melting or water evaporating.
Start
What is the best way to help students understand that matter can change state?
A description on paper
A digital simulation
A classroom experiment
You're going to have the class try the experiment. How do you think you should proceed?
The visually impaired student experiments alone.
The visually impaired student does not experiment.
The visually impaired student conducts the experiment with assistance.
You ask the students to carry out the experiment in pairs while respecting safety rules. They must heat sugar and an apple using a hot plate. How can all the students observe the transformation of the matter and validate the hypotheses that were formulated?
You suggest using a stirrer (stick) to perceive the transformation of matter.
One of the two students performs and describes the experiment.
During the experiment, a quarter of the matter was not transformed. This result should be written in mathematical language during the collective synthesis. Could the fraction be described to the visually impaired student as written on a sheet (a/b)?
Yes
No
You ask each pair to write a summary of their results, which will then be displayed on the board and shared in a digital workspace. How do you ensure that the visually impaired student can access this content?
The impaired student does not experiment.
Use of a technical device to make the document accessible.
No adaptation is possible.
Congratulations! Here’s your reward, you’ve earned it!
Game over
A digital simulation will not allow the visually impaired student to use other senses such as hearing, touch, and smell. If we choose to conduct it, it must be designed for visually impaired students (with sounds and Braille). However, this method does not enable students to participate actively, test, and verify hypotheses.
Try again!
Game over
A description on paper (in Braille or audio) must be provided for blind pupils. However, this method does not allow students to actively participate, test, and verify hypotheses. It would be preferable to create an experiment that allows tactile exploration.
Try again!
Correct answer. With assistance, a visually impaired student can conduct the experiment as it does not rely solely on visual observation: temperature changes (by bringing their hands closer) or changes in smell. The visually impaired student can thus formulate hypotheses, collect data using adapted materials, and subsequently interpret the results.
Game over
No inclusion is provided for this student. However, inclusion is a right for every individual who should be able to participate in all aspects of classroom life. Inclusion promotes diversity, equity, and equal opportunities while fostering mutual respect and improving quality of life.
Try again!
Game over
Leaving a visually impaired student alone with new material to create a solution seems inappropriate. Special equipment (e.g. a tactile science kit or Braille material with labels) can be used to help visually impaired students, or they can be accompanied (by their teacher or classmate) during the experiment.
Try again!
Good answer. The visually impaired student can conduct certain experiments provided the materials are adapted and safety conditions are met. In general, science experiments are performed in pairs.
Game over
The pupils are not active and do not practise the scientific approach themselves. As such, the description does not effectively convey the change that has occurred.
Try again!
Correct answer. Using a stirrer (stick) could allow all students, including the visually impaired student, to perceive the change in matter because the resistance decreases when stirring the heated material. This equipment can be used by everyone, which enhances inclusion.
Game over
For the visually impaired student to cooperate and learn with other students, they must be able to mentally represent the fraction or use manipulatives. An oral description of the fraction by the teacher or another student will allow them to access the mathematical concept.
Try again!
Exactly! Fractions must be made accessible and understandable for visually impaired students, thereby promoting their success and understanding in STEM. Adapted materials (tactile models with solid and hollow pie charts, Braille fractions, fraction rulers and boards, etc.) can also support the representation of the concept of fractions.
Game over
No inclusion is provided for this student, whereas inclusion is a right for everyone who should be able to participate in all aspects of classroom life. It is essential to consider universal accessibility in education.
Try again!
Game over
Inclusion requires integrating all students into all activities. Therefore, it is necessary to find a solution for this student that could benefit other students whose needs have not been identified. This is the principle of Universal Design for Learning.
Try again!
Braille Display devices convert text and visual data into braille, enabling users to access information on the screen through touch. Additionally, oral explanations will help all students better understand mathematics and retain key concepts.
WORLD 5 - THE DRAGON
Defeat the dragon!
How dare you disturb me, unfortunate one!
THE END
"You have made the dragon of exclusion better. Your class has become inclusive. Congratulations to you!"
© 2024 DISCO+
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Transcript
dragon
The
's
dungeon
Start the game
© 2024 DISCO+
Legend says that a distant kingdom forged a sword that can defeat any evil when combined with the power of the elemental gems (fire, water, air, and earth). You are a teacher, and you must gather the gems to assemble the ultimate weapon and improve the dragon of exclusion lurking in every classroom.
Start the game
Thank goodness you are here! We need your help! You must find the four elemental gems to give the sword enough power, then turn the fearsome dragon, which terrifies the students, into a better being…
Please help us, you are the only person who can do it!
No thanks, I'll pass my turn.
Pleasure!
Ouch! I thought you were cool... What's happening to us next?
Aha, I was joking... Of course I'm going to help you!
I knew you wouldn't let me down! Thank you so much! Here is the sacred sword. Gather the elemental gems to complete it turn the dragon into a better being.
WORLD 1 - EARTH GEM
EARTH GEM
Alex, the non-native speaking learner, needs support to understand what he is reading. His proficiency in the language of instruction does not allow him to fully understand what is said in class. Moreover, even in his mother tongue, he has difficulties with mathematics.
Start
Ha, ha, ha! I've locked Alex, the non-native-speaking learner, in the dungeon of misunderstanding. Free him if you can!
Alex has a limited understanding of mathematical vocabulary. He can't understand a problem statement. What is the best effective practice?
Provide images, pictograms and a schematic representation
Rephrase the problem using simplified syntax.
Translate the mathematical terms into Alex's mother tongue.
Offer concrete manipulative exercises that illustrate the problem.
Alex has found a solution to the assigned maths problem. He would like to share it with other students in the class. What do you think works best?
Place Alex in front of the class and the teacher beside him.
Place Alex in a group of 3 or 4.
Have Alex work in pairs.
And now you have to assess Alex. What is the best strategy?
You ask him to complete a "fill in the blank" text containing the framework for the solution.
You ask wh- questions.
You give an assessment adapted to his/her difficulties.
You allow him/her to answer in his/her mother tongue.
Alex refuses to express himself to propose his solution. What should be the priority action?
You offer other forms of expression besides speaking.
You place him in a group with quiet students.
You try to understand why he does not want to speak.
You pair him up with a sudent he is confident with.
Now Alex has to write his answer on his own. What can you do to help him?
You provide rubrics to explicit your expectations and the different parts of the written assignment.
You discuss with him how he solved the problem, and you scaffold his task by providing a template for writing.
Congratulations! Here is your reward, you’ve earned it!
Restart the gem?
It is important that the learner understands what he is reading. Translating the texts for them may help them to succeed at the time, but they will not progress in the language and it will not help them in the long term. So we need to find other solutions...
Oh no, I lost! Give me another chance!
It is important that the students understand what they are reading. While providing them with images or pictograms may help them succeed with the task in the moment, it will not lead to progress in the language and ultimately will not provide lasting assistance. Therefore, it is necessary to find other solutions…
Oh no, I lost! Give me another chance!
It is important that the students understand what they are reading. While providing them with concrete manipulations may help them succeed with the task in the moment, it will not lead to progress in the language and ultimately will not provide lasting assistance. Therefore, it is necessary to find other solutions…
Oh no, I lost! Give me another chance!
It is important that the student understands what they are reading and can then begin to think about the problem. Simplifying the syntax will help them access the meaning of the problem. Providing images, concrete manipulation, or translations of mathematical terms will also be helpful, but what truly matters is that they can progress both in mathematics and the target language.
Well done! Next question.
Go back to the question.
Placing the student in front of the class without mastering the language may put them in a difficult position. Emotionally, it could be traumatising and lead to significant barriers that are hard to overcome later, even with the teacher's support.
Oh no, I lost! Give me another chance!
A small group of students (3 or 4) facilitates better cooperation and easier exchanges: you can take your time to produce a sentence, and you can create groups by selecting the students' profiles more precisely.
Well done! Next question.
Go back to the question.
A pair is often too small a group and does not allow the issue of mutual understanding required for communication to be resolved.
Oh no, I lost! Give me another chance!
Answering wh-questions requires a good command of the language and an in-depth understanding of the ideas.
Oh no, I lost! Give me another chance!
Imposing a specific way to write the solution to a problem can hinder students, even those without difficulties in the language of instruction, when the method does not align with their own approach.
Oh no, I lost! Give me another chance!
The student may not be familiar with the specific terms related to the subjects in their native language. These terms might not even exist in that language. Additionally, the teacher likely does not speak the student's language.
Oh no, I lost! Give me another chance!
Yes, you're right. The evaluation must be adapted to this student's needs. This is where the principle of differentiation applies. The assessment can be adjusted by modifying the task according to the student's abilities.
Go back to the question.
Well done! Next question.
Speech may not circulate much, and Alex will have few opportunities to speak or improve in the language of instruction.
Oh no, I lost! Give me another chance!
You're trying to consider the emotional aspect, and that's all very good, but it's not enough. You also need to look for external reasons why the student doesn't want to talk and propose appropriate solutions in a supportive environment.
Oh no, I lost! Give me another chance!
This is one possible solution, but we need to look for any external causes that make the student unwilling to talk and propose appropriate solutions in a supportive environment. For example, we could use a variety of media and reward even the slightest attempts to participate.
Oh no, I lost! Give me another chance!
Correct answer: It is essential first to investigate why the student does not want to speak and then propose the best solutions in a supportive and caring environment.
Go back to the question.
Correct answer, move on to the next question!
The criteria are already difficult to grasp for students who understand the language; it is preferable to build them together.For a student with limited mastery of the language of instruction, the criteria are likely to be even harder to understand.
Oh no, I lost! Give me another chance!
First, it is important to understand the student's needs in order to provide appropriate support. Offering pre-written sentences can be a helpful aid.
Go back to the question
Well done! Next gem!
WORLD 2 - AIR GEM
AIR GEM
Congratulations! You’ve passed the first stage. Can you take on this new challenge? Congratulations! You’ve passed the first stage. Can you take on this new challenge? In your class, two autistic students, Loana and Ludas Matyi, have contrasting profiles: one faces learning difficulties, while the other excels in specific subjects. Despite the challenges this creates, both remain in the same group. Your project on sustainable development begins with a survey of students’ families' recycling practices. The collected data will then be analysed to assess the current practices and consider possible improvements.
Start
To be as inclusive as possible with these two pupils with autism, what precautions do you take to ensure you don't make any mistakes?
You independently seek the best solutions in the scientific literature, specialised in including autistic pupils.
You consult the management and medical teams or the parents to adapt your teaching for these pupils.
What is the best strategy to form groups of students?
You decide on the group composition.
You randomly form the groups.
You let the students choose their group.
How do you form the groups to include both pupils best?
You start from the needs of these two students.
You start from the needs of all students.
You want to help the class become aware that families produce too much recyclable plastic waste. How could you take these two students into account?
A table with figures giving values (250g of plastic, 45g of paper, 25g of cardboard).
Photo of plastic objects and a table giving values (250g of plastic, 45g of paper, 25g of cardboard).
At the end of the project, how will you assess the two students with autism spectrum disorders?
Matching exercise with photos.
A multiple-choice questionnaire (MCQ)
Congratulations! Here’s your reward, you’ve earned it!
Well done! The needs of autistic students are highly varied. The inclusion of students with autism spectrum disorders in a classroom requires an individualized approach, and only the parents, along with medical services, know the best solutions for these students. It is also important to consult specialized services that have worked with the child to adopt the best professional practices.
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The needs of students with autism spectrum disorders are highly varied. Including these students in a classroom requires an individualised approach, and only the parents and medical services know the best solutions for them. It is therefore essential to consult specialised services that have worked with the child to adopt the best professional practices.
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You are right. The teacher should supervise the composition of the groups to ensure a positive learning environment for each student. Allowing students to choose in this specific context, where some have social problems, can be problematic because these students may never be chosen. Random selection leaves the inclusion of the two students with particular profiles to chance, which could be a risk for the group dynamic.Therefore, it is wiser to form the groups by selecting the most competent and empathetic students and frequently rotating the helpers to prevent fatigue.
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Each solution is possible, but allowing students to choose in this specific context, where some have social problems, can be problematic because these students may never be chosen.
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Random selection leaves the inclusion of the two students with particular profiles to chance, which could be a risk for the group dynamic.
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Good answer. At the same time, it is important to do everything possible to include best the two students, the other students in the class should not be overlooked.
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If the two pupils with autistic disorder are to be included to the best of their ability, the class ecosystem has to suit everyone. These two students have specific needs that may not correspond to the needs of the other members of the class.
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Good answer. It is important to differentiate the materials so that all students can achieve the goal: raising awareness about the amount of waste produced.
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Because it doesn't consider the general difficulties of students who struggle with abstraction. Providing multiple instructional mediators allows everyone to engage more easily in the activity.
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Correct answer. What matters is that all pupils can show that they understand that too much waste is produced, but they can do so in different ways. It is therefore necessary to differentiate the types of questions according to the profile of the pupils.
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By offering responses only in text form, students who struggle with abstraction might find it difficult to understand and respond correctly.
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WORLD 3 - WATER GEM
WATER GEM
Ah, ah! Do you really think you can overcome all the obstacles? Then, tell me how you would organise scientific experiments in a class with a deaf student, a hyperactive student, and a quadriplegic student? (Slide the light to find the correct answer.)
Start
In a tube filled with alcohol, Celsius made a zero mark in frozen water and a 100 mark in boiling water and then placed 100 graduations, thus constructing a thermometer. You want the students to understand that the construction of the temperature scale in degrees Celsius is based on an empirical measurement. How could you do this?
Repeat exactly the same experiment.
Use a tube with 100°C indicated.
Watch avideo
Use a digital simulation.
Read atext
Move the white circle to reveal the words underwater, then click on the words to confirm your answer.
How do you organise the experiment so the ADHD student can create the temperature scale?
A digital simulation.
Keep the studentaway.
Behavior chart only for him.
Provide additionaltubes
Behavior chart for all students.
There is a pupil in the class with quadriplegia. What could he do to participate in this experiment?
A digital simulation.
Watch the others perform the experiment.
Read a text.
Monitor safety.
Watch a video.
Your students have a thermometer where all the graduations are erased except the 100°C mark. You want them to complete the scale. How could you get the students to experiment in a class with a deaf student?
Collaborative drawing.
Change experience
Questions to guide the students.
All the students are working alone.
The experiment is not feasible.
Led by the ADHD pupil, who wants to rush things, the pupils plunged the erased thermometer into cold water, thinking it was 20°C. They then indicated that the thermometer would mark 0°C and started to add the graduations. They then indicated that the thermometer would mark 0°C and started to add the graduations. However, the water was actually 10°C, not 20°C. How do you develop their critical thinking skills in this situation?
Give the correction.
Nothing.
Give a remediation exercise.
Celsius did not know the temperature of the cold water.
Explain the error.
And now, find the gem! Hurry up!
Congratulations, you found the Water Gem!
Game over
Warning! Carrying out the same experiment would lead students to handle boiling water, which can be dangerous in a classroom. Student safety must be your first concern!
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To teach science, experiments must be conducted, not just viewing documents, and you will need to subtitle the video for the deaf student.
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What a shame! You had the opportunity to make the students think and let them experiment, and instead, you gave them documents! Doing science is, above all, about conducting experiments.
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That could be a good solution, but honestly, is bringing ice into a classroom really that complicated? Erasing the graduations on the thermometers should be doable... Doing science is always better when it's concrete. How will this help the deaf student?
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Great! Doing science in a safe environment is always preferable to doing it virtually, on a document or video. As neuroscience tells us, learning requires being active! Besides, nothing needs to be changed for the deaf student. It's always better to find activities adapted for all pupils.
Next
start again
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To teach science, experiments must be conducted, not just reading documents. Prohibiting an activity due to difficulties the student cannot (yet) control raises ethical concerns.
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It's right to include him, but if he breaks equipment, it could make him look bad in others' eyes and put him at risk of injury. Therefore, it’s the wrong approach.
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That might be a good idea, but it is possible to integrate the student into the activities better. The hands-on activity should be the same whenever possible as for the other students.
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It's a good idea because it would allow him to take responsibility... but it could also reinforce his special status compared to the others. Additionally, he might not be the only one needing a reminder about classroom behaviour rules.
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Ha! You got me!Yes, according to Universal Design for Learning (UDL) principles, we provide all students with the same tools and methods typically designed for students with special needs. Other students in the class probably benefit from these adaptations, even if their needs haven't been formally identified. Ethically, it's also better not to make distinctions for students who have already been identified as having special needs.
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Watching others puts the student in a passive role, which doesn't encourage learning. Regardless of the disability, the student must do something with and for the group. And don't forget that doing science also means developing skills such as ‘following a protocol’ or ‘carrying out an experiment’. This, too, needs to be taught.
Try again!
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Watching a video isolates the student from the group, and this does not align with a fully inclusive approach. Despite their disability, the student must do something with and for the group. And don't forget that doing science also involves developing skills such as "following a protocol" or "conducting an experiment." It's important to teach them these skills as well.
Try again!
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Reading a text that describes the experiment and its results isolates the student from the group, and this does not align with a fully inclusive approach. Despite their disability, the student must do something with and for the group. Additionally, don’t forget that doing science also involves developing skills such as "following a protocol" or "conducting an experiment." It's important to teach them these skills as well.
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Proposing a digital simulation for this experiment excludes the student from the group and does not align with a fully inclusive approach. Despite their disability, the student must actively participate with and for the group. Let’s not forget that practising science also involves developing skills such as "following a protocol" and "conducting an experiment." It is essential to teach them these skills as well.
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Well done, you found it! Assigning a specific role to a student based on his/her abilities is good, provided that other students in the other groups have the same role. This respects the principles of Universal Design for Learning and promotes the development of the same skills. The student with this type of disability can have other roles: indicating and checking that the steps in the protocol are followed correctly, taking notes of the results, or writing a text or recording an audio to explain what has been learnt in the session, etc. A bit of metacognition can't do any harm
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It's not a matter of experience, as each one depends on communicative exchanges. In this case, sight and touch can be effective for agreeing on the drawing or text of an experiment to be invented. Go ahead, try again!
Try again!
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Imagining and creating are significant cognitive efforts (see Bloom's Taxonomy, Anderson and Krathwohl), even if they are complex. Group work promotes mutual support (see Vygotsky) among peers. Allowing students to work individually carries the risk that they may not succeed. It seems more pedagogically sound to organise groups to encourage exchange. Additionally, isolating a student for communication reasons can foster negative feelings toward them. Therefore, it is essential to promote inclusive activities that engage all students, allowing everyone to participate fully and equitably.
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But no! There are always avenues to explore! Highlight your professionalism and share your doubts with your colleagues. Teamwork is just as essential for adults!
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This can be a tool to help students who are struggling, but it does not allow them to develop the ability to address a scientific problem. To solve a problem, one must feel free to propose and test ideas, even if it means making mistakes and realising those mistakes. Developing a scientific approach means learning to search for and justify one's choices. A guide is a false good idea for the vast majority of students. They are intelligent, and we must trust them!
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Yes! That's it!We need to find a way to facilitate communication among the students. This can be done through writing or collaborative drawing on paper, in their notebooks, or with digital tools. This allows all students to express themselves without discrimination. The student who is deaf will also be able to express themselves verbally, which will likely facilitate a smooth exchange.
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Saying nothing or doing nothing will not help students identify their mistakes. To develop critical thinking in science, students need to recognise errors to propose alternative solutions and understand why the mistake was made. Therefore, the teacher's role is to question and help students question the results or problem-solving procedure.
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Simply correcting does not foster the students' critical thinking, but instead encourages a passive attitude. It is essential to guide them to read the instructions carefully, question their results, and interpret any errors. Working on mistakes is both an effective and engaging method for everyone.
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Since we aim to develop critical thinking by detecting errors in results and procedures, mere explanation is not enough. The teacher's role is to act as a mediator, helping students ask the right questions so that they can identify the mistake themselves.
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To provide a remediation exercise, it is essential first to identify what prevented the students from succeeding. This often involves correcting the exercise beforehand, which does not encourage the students to question the results obtained and the procedures. What a shame! How will the ADHD student feel who led them down the wrong path?
Try again!
Directing students to read the instructions is essential to assess their understanding. This allows them to discover the source of their errors themselves, thereby fostering the development of critical thinking in science. For example, it could have been indicated that the water is at 10°C, or students could have been encouraged to use ice. Organising a collective discussion to compare the results and methods of different groups is also beneficial. This helps them understand the importance of their experimental method. The groups can also share their results, providing multiple perspectives on the problem.
WORLD 4 - FIRE GEM
FIRE GEM
Congratulations! You've passed the first three steps! Will you be able to take on this new challenge? In your class, you now have a visually impaired student. You are conducting a science experiment to help students understand that matter changes when heated, such as sugar melting or water evaporating.
Start
What is the best way to help students understand that matter can change state?
A description on paper
A digital simulation
A classroom experiment
You're going to have the class try the experiment. How do you think you should proceed?
The visually impaired student experiments alone.
The visually impaired student does not experiment.
The visually impaired student conducts the experiment with assistance.
You ask the students to carry out the experiment in pairs while respecting safety rules. They must heat sugar and an apple using a hot plate. How can all the students observe the transformation of the matter and validate the hypotheses that were formulated?
You suggest using a stirrer (stick) to perceive the transformation of matter.
One of the two students performs and describes the experiment.
During the experiment, a quarter of the matter was not transformed. This result should be written in mathematical language during the collective synthesis. Could the fraction be described to the visually impaired student as written on a sheet (a/b)?
Yes
No
You ask each pair to write a summary of their results, which will then be displayed on the board and shared in a digital workspace. How do you ensure that the visually impaired student can access this content?
The impaired student does not experiment.
Use of a technical device to make the document accessible.
No adaptation is possible.
Congratulations! Here’s your reward, you’ve earned it!
Game over
A digital simulation will not allow the visually impaired student to use other senses such as hearing, touch, and smell. If we choose to conduct it, it must be designed for visually impaired students (with sounds and Braille). However, this method does not enable students to participate actively, test, and verify hypotheses.
Try again!
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A description on paper (in Braille or audio) must be provided for blind pupils. However, this method does not allow students to actively participate, test, and verify hypotheses. It would be preferable to create an experiment that allows tactile exploration.
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Correct answer. With assistance, a visually impaired student can conduct the experiment as it does not rely solely on visual observation: temperature changes (by bringing their hands closer) or changes in smell. The visually impaired student can thus formulate hypotheses, collect data using adapted materials, and subsequently interpret the results.
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No inclusion is provided for this student. However, inclusion is a right for every individual who should be able to participate in all aspects of classroom life. Inclusion promotes diversity, equity, and equal opportunities while fostering mutual respect and improving quality of life.
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Leaving a visually impaired student alone with new material to create a solution seems inappropriate. Special equipment (e.g. a tactile science kit or Braille material with labels) can be used to help visually impaired students, or they can be accompanied (by their teacher or classmate) during the experiment.
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Good answer. The visually impaired student can conduct certain experiments provided the materials are adapted and safety conditions are met. In general, science experiments are performed in pairs.
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The pupils are not active and do not practise the scientific approach themselves. As such, the description does not effectively convey the change that has occurred.
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Correct answer. Using a stirrer (stick) could allow all students, including the visually impaired student, to perceive the change in matter because the resistance decreases when stirring the heated material. This equipment can be used by everyone, which enhances inclusion.
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For the visually impaired student to cooperate and learn with other students, they must be able to mentally represent the fraction or use manipulatives. An oral description of the fraction by the teacher or another student will allow them to access the mathematical concept.
Try again!
Exactly! Fractions must be made accessible and understandable for visually impaired students, thereby promoting their success and understanding in STEM. Adapted materials (tactile models with solid and hollow pie charts, Braille fractions, fraction rulers and boards, etc.) can also support the representation of the concept of fractions.
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No inclusion is provided for this student, whereas inclusion is a right for everyone who should be able to participate in all aspects of classroom life. It is essential to consider universal accessibility in education.
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Inclusion requires integrating all students into all activities. Therefore, it is necessary to find a solution for this student that could benefit other students whose needs have not been identified. This is the principle of Universal Design for Learning.
Try again!
Braille Display devices convert text and visual data into braille, enabling users to access information on the screen through touch. Additionally, oral explanations will help all students better understand mathematics and retain key concepts.
WORLD 5 - THE DRAGON
Defeat the dragon!
How dare you disturb me, unfortunate one!
THE END
"You have made the dragon of exclusion better. Your class has become inclusive. Congratulations to you!"
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