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What is it about?

This Dimension is about creating a learning environment, tools, lesson plans and lessons that take the different backgrounds of the students into account (e.g. gender, language, race, impairments, socio-economic, religion, migrant/refugee background, age, dietary restrictions).

Completing the questionnaire will allow you to evaluate to which extent the Teaching compliance is attained in your institution.


Explanation of the term personal background: 

In the Questionnaire, you are going to find the term “personal background”. We use this term as a container for individual character, gender, race, religion, socio-economic, migration background, refugee background, allergies and food intolerance, nutritional preferences (vegetarians, vegans …) and age. Every time you read the term, please be aware of all these characteristics.

Please select the options that represent better your current situation: Yes, if your situation is represented by the question statement No, when such statement does not represent your situation You can also answer N/A if you think that requirement presented in the statement does not apply for your institution

Teaching 5th Dimension 9.5.
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Questions                                                         Yes                                No                            Don´t know or No Applicable
1. Can you show enthusiasm for the subject in everyday school life and spread it to the pupils? *
2. Are patterns of frequent absences interpreted as an indication for early school leavers? *
3. Are school students encouraged to take responsibility for their learning? *
4. Can school students present their work results in different ways? (e.g.: creating drawings, photographs, movies, written texts,...) *
5. Are school students taught how to do research and work on a topic independently? *
6. Do the emotional and social aspects of learning receive the same attention as the cognitive aspects? *
7. Are the skills and knowledge that school students develop independently used and valued in class? *
8. Are conspicuous patterns of frequent absences used as an opportunity to examine the relationship with teachers and the subject matter? *
9. Does the homework always have a clear learning objective which enhances the knowledge and skills of the school students? *
10. Is it seen as the responsibility of school management and teaching staff to prevent school students from leaving school early? *