Thank you again for joining this Capstone Project!

Here are the main things:

-- You can join us online and in-person, whenever you are available!

-- Synchronous session times will be suggested in the 'Synchonous Schedule' section! Please share your available timeslots to join!

-- Sections will have video recordings of the session presentations and separate posts for each prompt!

Use them to think about your feelings and experiences!

You do not need to answer all of the prompts, but you are encouraged to share as many thoughts with the whole group!

-- By March 1, please submit the...

A) Pre-test survey,

B) Post-test survey, and

C) your Presentation on an inclusive teaching technique!

-- If you consent to using your data for my research, please sign the Consent Form and send it to my email: s1135795@s.eduhk.hk

Thank you all for your time!

I explain how each session (recording) will be like, and run through the questions and examples!

If you want subtitles, please open the link on YouTube and turn on 'auto-captions' !

You can share your ideas and thoughts here for everyone to read,

Or you can share them with me via email (s1135795@s.eduhk.hk).

For anyone who wants to join the first sessions [No. 1 and 2],

Please see the suggested timeslots in this document!

I have suggested some night sessions, and you can join online or in-person!

However, if you would rather meet during other timeslots (blank, no colour),

Please make comments for it on the document or in this Padlet!

Thank you, and see you soon!

You can answer twice or more, if you'd like to change your answers later on.

For anyone who wants to join the next sessions [No. 3 and 4],

Please see the timeslots in this document!

I have suggested some afternoon and evening sessions,

And you can join online or in-person!

Please 'comment' your preferred timeslots on the document,

or contact me directly!

Thank you, and see you soon!

You can share your...

• Name / Nickname

• Degree / Major

• Teaching experiences

• 1 fun fact

Here's my example...

• I'm Vic, and I'd like to be called [ Will ] in this group!​

• I'm an English teaching double-degree undergrad student in EdUHK!

• I've tutored English for many people in HK and Myanmar, and I've seen schools in Toronto too!

• I go by non-gender they/them pronouns!

I'm happy to get to know everyone here!

A) Inclusivity

What do you know about this word?

What does it mean to you?

B) Students' needs

Can you name some kinds of student needs?

What were your needs when you were a student?

How about your past students?

C) Teachers' needs

What are your needs as a teacher? What helps you get to work on time? What do you need to teach well?

What are YOUR teachers' needs?

Reflect on your past experiences as a teacher, a leader, or an educator.

Which of your needs were met? Which weren't? And how did you manage your needs?

• Assimilate

• Integrate

• Include

What do these words mean to you?

How are students' experiences with 'fitting in' the school? How about teachers?

Are they very different, or similar?

Reflect on how you, as a learner and educator, have experience with these three stages of 'fitting in' a school community.

Here is the recording of Session 1, titled "Inclusion... in What?"

There are some 'house-keeping' matters at the end of the video, too!

Many slides and activities are the same as the pilot session!

If you want subtitles, please open the link on YouTube and turn on 'auto-captions' !

Were they in the class? (Grades? Teachers?) Or maybe something outside the class?

Were they about the teaching or leading itself, or something related? Was it about getting to work on time, or about your mentors or supervisors?

Maybe someone told you about nice things about HK schools! Maybe you were excited about the culture!

What motivated you before starting teacher training in HK?

In classes, or in teaching and leadership experiences, what went well for you?

Were some hopes fulfilled?

Did things become better than you expected?

Were there more bright sides?

What were some challenges you had in your HK experiences? Were they hard and stressful? Were they fun and exciting?

Remember, the 'reality' doesn't mean 'only good' or 'only bad.' Think, and share about, both sides of the HK teaching world!

As a student in HK teacher training, what were the biggest lessons?

Are they very different to the lessons as a teacher in a HK school or organisation?

(Think about other people that you know in your real life. They can be your clasmates, colleagues, friends, or past students.)

Do they worry about these obstacles as much as you? Do they solve the problems differently?

What stops you from teaching something well? What do you need to teach or guide someone, and what makes it hard to meet these needs?

Think about how others see this obstacle, if they also see it.

Remember, an obstacle could just be something that we face, good or bad or neither.

Maybe everyone in a social group may face it, such as a school or all of HK.

How would others face the obstacle, and would they do it similarly or differently to you?

There are more prompts for reflection and discusion, and they are split into different parts.

I also talk about my choices in how I present the session videos and how I intentionally make it more inclusive for people.

There are some other 'house-keeping' reminders at the end of the video.

If you want subtitles, please open the link on YouTube and turn on 'auto-captions' !

(You may look them up, first!)

Then, imagine a consistently conducive school, an ideal place for learning!

What are some traits of this imagined place?

Any general or specific ideas?

Maybe something you can see or hear in your mind?

Or a feeling the people will have in this place?

Now, compare it with a place you have been at in HK.

What needs to be done for the real place in HK to be more like your imagined ideal place?

How was the real place conducive to everyone's needs, or not yet conducive enough?

What changes should be made?

Are they even possible?

What things or ideas can connect 'integrate' to the terms 'conducive' and/or 'consistent' ?

What needs to be done for a place to consistently integrate everyone's needs in a conducive environment?

Do you have specific examples? General ideas?

What things or ideas can connect 'include' to the terms 'conducive' and/or 'consistent' ?

What needs to be done for a place to consistently integrate everyone's needs in a conducive environment?

Do you have specific examples? General ideas?

It doesn't have to be an educational place (classrooms, schools, tutoring places, etc.).

It doesn't have to be very similar to your imagined ideal conducive environment from Prompt A.

Consider when you felt like your needs as a person (and even as a guide or educator) were met and included, in a place conducive to your growth and development.

Maybe it was with your friends, or a group where you were a leader!

Think of how this place, or social setting, was as close to inclusive and conducive as possible!

The reflection prompts are fewer, but a little more general and 'big' in this session.

Take your time to go through each one!

If you want subtitles, please open the link on YouTube and turn on 'auto-captions' !

in the HK education system?

Do you have general ideas or feelings?

Maybe some personal experiences and specific examples?

What do you know about these two terms?

Then, think about how YOU would express what is linked, or in between, 'engaging learning' and 'assessment deadlines'.

Would you express it with words, images, feelings, sounds, or other things?

For both students and teachers,

Can ever exist?

What would a non-scary exam look like?

If you don't think a non-scary exam can exist,

What are some alternatives?

What else can we make to check students and help ourselves as educators?

and about 'assimilation, integration, and inclusion' terms.

Think of some connections of those thoughts with 'inclusive assessments for people in HK schools.'

Maybe your thoughts are general, or maybe you have specific examples and experiences?

Think of how to connect the thoughts you had from earlier sessions...

... with the idea of inclusive assessments in HK.

(They can be ideal, imagined, hypothetical, or real!)

Maybe you can put it in a bulletpoint list, or an image, or any other ways you want to express it!

All in all, try to pin-point some main ideas or suggestions for making HK assessments more inclusive!

The reflection prompts for this session involves more memory recollection from past sessions,

As well as some critical thinking and deeper evaluation of HK education.

Take your time to go through each one!

If you want subtitles, please open the link on YouTube and turn on 'auto-captions' !

It can be a short-term activity and technique,

Or even a method that may take a week or a month!

This doesn’t have to be the idea for your final presentation! This is to start brainstorming and sharing ideas with each other!

Share it as a video, an audio recording, or even a text post! It’s all up to you!

Share some things you can do and some thoughts on guiding others!

That way, we can learn from each other!

How would you arrange these words? How can you express them and their relationships...

For example, Will can express them visually and verbally, with two versions of simple shape diagrams.

Maybe you can express them with an audio recording, a picture, a short text paragraph... the floor is yours!

Think about how the 'individual' , the 'class' , the 'school' , and the 'education system' would have to act. Think of what they do for inclusivity and meeting everyone's needs.

If a person (teacher, student) feels like they are blocked from learning or leading, who has to take action? Just one person? The whole class? The system?

You can think about how everyone may have to do something, or how one group has to take more action. You can think if there's anyone who's really at fault, or if no one is.

How can inclusion and actions for meeting needs be different, and why would they be different?

What were the fun parts and limitations in each case?

They don't have to be based in HK. For example, one of Will's examples was a tutoring session with people across countries!

Will thought of 2 main concepts to analyse a context: interaction style, and sense of inclusion.

You can use different words and concepts to analyse your 2 contexts!

Think about how everyone in a learning environment, from the individual to the education system, can work together for inclusivity.

What has to be done, by everyone, to make a conducive environment that consistently supports everyone?

Do your best to connect all the memories and opinions you've had, and think of what actions can be done today and tomorrow.

What can you do every day to make your environment more conducive?

Think of 2 situations of you being a leader or teacher in HK. What actions did you take to meet the other person's needs?

Was it a simple thing? How much effort did it take? And how well did it help the other's needs?

Try to think of inclusive actions you HAVE done... so that you can think of actions you can do in the future.

This is the main idea behind the final presentation / demonstration sharing.

The reflection prompts for this session involves more memory recollection from past sessions,

As well as some critical thinking and deeper evaluation of your past experiences as a leader and educator.

Take your time to go through each one!

If you want subtitles, please open the link on YouTube and turn on 'auto-captions' !

These Action-Plan phase sessions will be shorter and more reliant on your own learning and pacing.

If you want subtitles, please open the link on YouTube and turn on 'auto-captions' !

I spend most of the time on the concept of 'intersecting needs,' and how my needs as a teacher mix together and make a certain kind of teaching pathway and approach.

I also do a lot of explaining of why I planned this example demonstration in the ways I have:

1) to show how one person (me) goes through brainstorming inclusive practices,

2) to show how casual you can treat the 'final presentation' sharing, and

3) how you can choose a general or even a specific inclusive practice and action for your presentations!

The motto for this session is "What WILL I do," which is focused on going from your ideas and evaluations into actions you can do based on your needs and capabilities.

These Action-Plan phase sessions will be shorter and more reliant on your own learning and pacing.

If you want subtitles, please open the link on YouTube and turn on 'auto-captions' !

•Post-workshops Survey

o[due 2nd March]

•Individual presentation videos

o[flexible, creative, 15-mins minimum]

And I'd recommend asking others in the workshop group as per your comfort.

•How to present?

oDiscuss ideas? Help you decide things?

•Individual / Small-group consultations?

oOnce a week? Twice a week?

•Technical help

oOnline tool suggestions?

oRoom booking (at EdUHK) for recording?

It's very short because it's essentially me describing details and offering support for your presentation planning process!

If you want subtitles, please open the link on YouTube and turn on 'auto-captions' !

The following 'class demonstration' is how I would introduce it to the class, to later ask them to consider their 'intersecting parts' throughout the year.

Feedback on my presentation and chosen inclusive practice is very welcome and appreciated!

No new information is in this session recording, as all items hve been stated in previous sessions.

This is more about giving details about the kinds of support I can give as the organiser.

To anyone who seeks help and support in both content (inclusivity) and technical mtters (Padlet, digital aspects),

Feel free to ask for help at your level of comfort!

For subtitles, please open the link of YouTube and turn on 'auto-captions' !

Please respond by 23:59 (HK time) of 2nd March, Sunday.

For those who need more time, please let me know (Will).