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This chapter brings together the final two steps of IbDInclusion by Design: ongoing reflective refinementReflective refinement and student voice, and critical reflectionReflection for deeper insights. It explores how inclusive planning is not a static event but a dynamic process that evolves through constant dialogueDialogue between teacher, student and curriculum. The first half of the chapter highlights the cyclical nature of how teachersTeachers can responsively refine learning experiencesLearning experiences and assessments, and ensure that all students remain engaged, supported and challenged. Step 5 of the IbDInclusion by Design framework positions critical reflectionReflection not as a conclusion, but as a starting point for deeper insight. A looping arrow connects this step back to Step 1, symbolising that through reflectionReflection, teachersTeachers come to better understand the diversityStudent diversity in their classrooms and make more intentional curriculum decisions. In this way, inclusive planning becomes a continuous act of learning, unlearning and redesigning with equity at the centre.

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Ongoing Reflective Refinement, Use of Student Voice and Critical Reflection

  • 章节

  • 发表日期：

    2025年

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  • Tom Porta

摘要

This chapter brings together the final two steps of IbDInclusion by Design: ongoing reflective refinementReflective refinement and student voice, and critical reflectionReflection for deeper insights. It explores how inclusive planning is not a static event but a dynamic process that evolves through constant dialogueDialogue between teacher, student and curriculum. The first half of the chapter highlights the cyclical nature of how teachersTeachers can responsively refine learning experiencesLearning experiences and assessments, and ensure that all students remain engaged, supported and challenged. Step 5 of the IbDInclusion by Design framework positions critical reflectionReflection not as a conclusion, but as a starting point for deeper insight. A looping arrow connects this step back to Step 1, symbolising that through reflectionReflection, teachersTeachers come to better understand the diversityStudent diversity in their classrooms and make more intentional curriculum decisions. In this way, inclusive planning becomes a continuous act of learning, unlearning and redesigning with equity at the centre.