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self efficacy important for inclusion diversity for students with disabilities

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self efficacy important for inclusion diversity for students with disabilities

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Using today's input to assist developing our qualitative research into the self-efficacy/confidence-based diagnostics we are deploying.

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Never give up on any student. We don't know what may hold them back. We must get them to belive #YesIcan

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Never give up on any student. We don't know what may hold them back. We must get them to belive #YesIcan

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Explore more the links between learner self efficacy and the UDL Principles of Multiple means of Action and Expression and Engagement; looking at both together to put a plan into action will be important for me. How will I do this with genuine student voice, engagement and partnership.  

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Explore more the links between learner self efficacy and the UDL Principles of Multiple means of Action and Expression and Engagement; looking at both together to put a plan into action will be important for me. How will I do this with genuine student voice, engagement and partnership.  

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Earlier question for Laura: whether our structures of assessment mean we can diminish self efficacy. And is there any comment on gendered nature of self efficacy? Thanks for a lovely talk

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Earlier question for Laura: whether our structures of assessment mean we can diminish self efficacy. And is there any comment on gendered nature of self efficacy? Thanks for a lovely talk

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teach academic reading skills and not just academic writing skills

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teach academic reading skills and not just academic writing skills

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I love the idea of different modes of feedback and interaction, for example peer feedback that can facilitate the development of academic writing skills.  This is a great example of students actively engaged in their learning and development, rather than teacher led

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I love the idea of different modes of feedback and interaction, for example peer feedback that can facilitate the development of academic writing skills.  This is a great example of students actively engaged in their learning and development, rather than teacher led

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Use group work in areas that it isn't used as much for example teaching information literacy

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Use group work in areas that it isn't used as much for example teaching information literacy

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Allow time for in-class discussion, listen to students - get students to reflect on a regular basis on class learning

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Allow time for in-class discussion, listen to students - get students to reflect on a regular basis on class learning

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Give them consistent, credible and specific encouragement

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Give them consistent, credible and specific encouragement

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encourage shorter reflections that are not assessed

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encourage shorter reflections that are not assessed

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The Again! and making sure to make time for reflection

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The Again! and making sure to make time for reflection

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Staggered feedback, more check-in activities

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Staggered feedback, more check-in activities

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Look at the difference between learning and performing

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Look at the difference between learning and performing

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Much more student engagement. More encouragement and feedback. 

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Much more student engagement. More encouragement and feedback. 