It also requires that you deliver a encroaching session and to evaluate your own delivery practice. The assignment is designed to ensure by employing all tasks, you will meet the learning outcome 1, understand inclusive teaching and learning approaches in education and training, and learning outcome 2, understand ways to create an inclusive teaching and learning environment. Learning outcomes 3, 4, and 5 require you to be able to plan, deliver, and evaluate inclusive teaching and learning.
The evidence requirements and planning for these learning outcomes are detailed in your initial plan for this unit. There are two tasks to this assignment: A. Table / Questions B. Table / Questions Assignment Coverage Task Task Name Learning Outcome Covered Table / Question Understand inclusive teaching and learning approaches in education and training Table / Questions Understand ways to create an inclusive teaching and learning environment Approaches in Education and Training Task A: Table / Question 1 .
Complete the following table summarizing five teaching and learning approaches used in your own area of specialist in relation to meeting individual learner needs, comparing the strengths and limitations of each. (1. 2) Identify 5 teaching and learning approaches used in own specialist Explain the strengths of how these approaches meet the individual learner needs. Explain the limitations of these approaches in meeting the individual learner needs Case Studies Description of an event or situation that is either real or hypothetical.
Provides an opportunity for the learner to describe how they would deal with the situation Can enhance interest and motivation as topics can be made more realistic. Can be undertaken in a group, by pairs or individuals. Can be an opportunity to build on existing experience and knowledge Activity is time limited Requires clear outcomes Requires time for discussion and De-brief Discussion Talking about a topic, initiated by teacher or learners Provides an opportunity for learners to participate. A good opportunity for the sharing of experience and knowledge Some learners may not have the confidence to get involved.
Teacher may need to manage dominator Teacher needs to steer discussion and set a time limit to keep the group on track Group/paired work Can be theoretical or practical and enables learners to carry out a specific task Promotes peer learning by sharing knowledge and experience. Allows participation and interaction with other learners. Teacher needs to manage time, ensure progress is being made Less confident learners may not participate or others might dominate. Clear expectations and ground rules need to be in place.
Time needed for feedback and debrief Handouts Information in written format or drawings, tables for example to support learning Useful for reference both during and after session. Possible to differentiate for learners different levels Can include questions or tasks to complete after the session to consolidate or extend learning Needs to be differentiated or adapted to meet individual learners needs Needs to be prepared in advance of session Questions Technique for checking understanding and promoting thinking/discussion Can be spoken or written Effective way of assessing knowledge
Encourages the learner to think about the learning Questions need to be open to avoid yes or no answers which do not test knowledge. Questions need to be clear Less confident learners may not wish to answer orally or learners with literacy difficulties may struggle to write answers Approaches in Education and Training Task A: Continued – Questions Answer the following questions: 1 . Describe features of inclusive teaching and learning, explaining why it’s important to create an inclusive teaching and learning environment. (1. 1 & 2. ) In essence, inclusive teaching means teaching in ways that do not exclude earners, accidentally or intentionally, from opportunities to learn. By inclusive we mean valuing the contribution of learners regardless of their backgrounds and value systems. It is not about providing ‘remedial’ or ‘special’ measures for certain groups of learners. Florien and Black-Hawkins (2010) describe their conceptualization of inclusive pedagogy: Our conceptualization of inclusive pedagogy focuses on how to extend what is ordinarily available in the community of the classroom as a way of reducing the need to mark some learners as different.
This is underpinned by a shift in pedagogical thinking from an approach that works for most learners existing alongside something ‘additional’ or ‘different’ for those (some) who experience difficulties, towards one that involves providing rich learning opportunities that are sufficiently made available for everyone, so that all learners are able to participate in classroom life. Studies about student academic achievement and building condition conclude that the quality of the physical environment significantly affects student achievement. There is sufficient research to state without equivocation that the building in which learners spends a good deal of their time learning does n fact influence how well they learn’ – Earthman, G (2004). “The research, by professors at University of Sailors in Britain, was carried out in seven schools in the Blackball area. Evaluations of 34 classrooms with differing learning environments and age groups took account of design parameters such as classroom orientation, natural light and noise, temperature and air quality, as well as use of color, flexibility of space, and storage facilities and organization”.
The scientists concluded that 73% of the variation in pupil performance driven at the class level can be explained by the building environment factors measured n the study. Current findings suggest that placing an average pupil in the least effective, rather than the most effective, classroom environment could affect their learning progress by as much as the average improvement across one year.
Peter Barrett, a professor at the University of Collard’s School of the Built Environment, said: ‘It has long been known that various aspects of the built environment impact on people in buildings, but this is the first time a holistic assessment has been made that successfully links the overall impact directly to learning rates in schools. The impact identified is in fact greater than we imagined and the Sailors team is looking forward to building on these clear results. “‘ The Physical Environment Of The Classroom Matters For Learning http://neuropathology. Mom/ Benefits of inclusive teaching: Through using inclusive teaching and learning approaches the teacher can support learners in overcoming barriers and achieving their full potential. By listening to learners and encouraging them to take greater control of their own learning. The Teacher can connect with and engage with a variety of learners. Learners connect with course materials that are relevant to them. Learners feel enforceable in the classroom environment to voice their ideas/thoughts/ questions. ICC Learners are more likely to experience success through activities that support their learning, abilities, and backgrounds.
All learners are able to be part of a community and develop a sense of belonging and foster a culture of respect. It also provides the opportunity to learn about and accept individual differences. It provides better opportunities for learning. Learners with varying abilities are often better motivated when they learn in classes surrounded by other learners. The expectation of all learners is higher. Successful inclusion tempts to develop an individual’s strengths and talent 2. Explain why it is important to provide opportunities for learners to develop their English, Mathematics, CIT and wider skills.
When discussing wider skills you may wish to think of this in terms of increased employability, social interaction and other opportunities. (1. 3) It is important to provide opportunities for learners to develop their English, Mathematics, CIT and wider skills because they provide the knowledge, understanding and the essential skills to enable learners to function independently and effectively in work and in life. These skills enable working tit others and problem solving by becoming successful learners, confident individuals and responsible citizens.
Importantly, these skills help to build learners’ independence and confidence. In the workplace, young people will be better equipped to apply their skills to scenarios – familiar or unfamiliar – to solve particular problems. These skills will help learners to express themselves better – to produce a logical and persuasive paper or presentation, or write a SUccessfUl job application. These skills can help learners to manage their bills and finances at college, university or when they start work, and to use the internet to access services or online banking.
There are a number of key areas that wider skills support: Employability: being able to produce curriculum vitae, complete job applications, to attend and participate in job interviews and to be able to communicate effectively. Social responsibility: being accountable for one’s own actions, embracing diversity and respecting others and to understand wider responsibilities to society. Sustainability: understanding the value of resources and using them cost effectively, and understanding the value and importance of maintaining high standards. Citizenship: understands the responsibilities of communities and the state.
Approaches in Education and Training Task B: Table / Questions 1 . Complete the following table ensuring you answer what is being asked for each of the given headings. Please note the identified need of the learner has already been identified in column one, your explanations are in response to these. (2. 2) Identified Need How and when as a teacher you would identify the specific need of the learner identified in column 1 Identify and explain the teaching and learning approaches to meet the identified need of the learner and why you have chosen these
Identify and explain resources to meet the individual need of the learner and why identify assessment methods to meet the identified need of the learner and why Learner with a hearing impairment Application process During initial session Observing learner in subsequent sessions Referral process from other agencies Direct conversation with the learner Use of signing Clearly structure session, and write key words on the board or on flowcharts Provide handouts linked to each activity to reinforce concepts Provide visual representations of concepts to reinforce ideas Clearly link key concepts for each session to learners own learning plans, using reemerging and visual clues to reinforce learning Before a lesson provide a lesson outline, lesson notes and references. Allow the interpreter to look at notes in advance, so they can familiarize with the concepts and interpret more accurately Use of visual material, i. E. Amounts, key vocabulary, diagrams, written instructions Adaptive technology egg induction loop, hearing aids Note-taker When range of vocabulary is limited, learners may require the use of a thesaurus or dictionary during exams. A personal computer with spelling and grammar functions may be required. Alternatives to those assignments which are based n interviews or questionnaires, and be flexibility with assignment deadlines, particularly if learners have had to wait for taped material to be transcribed. Provide extra time in examinations, particularly extra time for reading questions. Some learners will prefer to have questions and instructions ‘signed’ to them. Learner with dyslexia Video Pictures/diagrams Group work removes barriers created by the learner having to read.
The learner Expert Colored paper Specialist fonts Laptop Overlays/guides Learning support staff Further assessment Exam arrangements egg extra time Recorder/scribe Verbal feedback Assignment instead of exam Professional discussion English is not the learner’s first language Physical involvement with language The use of multiple mediums to present information Opportunities to demonstrate language comprehension through physical expression A low-stress environment for language performance Success can be independent of language performance A large amount of interactions with other learners Use bilingual handouts and cue lists. Use metaphors and imagery for cues.
Use bilingual learners as helpers Use visual displays, portable white boards, and posters when giving instructions Identify barriers in assessment that may prevent the deaf/hearing impaired student from demonstrating their knowledge and skills or competence. Change the nature of the task (e. G. Requiring the student to demonstrate skills rather than write an explanation of them). Provide specialized equipment (e. G. Allowing the student to use a TTY, captioned videotape, FM system). Providing the student with extra time or alternative seating arrangements Revise the language used within a task, if appropriate (e. G. Rewording a worksheet or assessment task so a student can understand it clearly). Consider the delivery of instructions or task
Provide extra time Disruptive learner 1 to 1 discussion Activities Worksheets All of the above offer a change of activity within the session and limit the opportunity for disruption Worksheets Game Activity Mark worksheets Observe learner during games and activities 2. Assignment 302: Understanding and Using Inclusive Teaching and Learning in Education and Training Task B: Continued – Questions 1 . Explain ways to engage and motivate learners. (2. 3) The key principles of Adult Learning are based on the work of the American writer, Malcolm Knowles (1913-1997) who popularized the word androgyny as term to describe the way adults learn. The following principles of androgyny underpin good practice in adult education. 1 . Adults need to know why, what and how they are learning. 2. Their self-concept is important. They often wish to be autonomous and self- directing. 3. Their prior experience is influential.
It can be used as a resource for current learning. It can also shape attitudes to current learning. 4. Readiness to learn is important. Adults usually learn best when something is of immediate value. 5. Adults tend to enjoy learning as problem solving, so specific contexts may be important. . Motivation to learn tends to be based on the intrinsic value of learning and the personal pay-off. Knowles, M S (1973, 1990) The adult learner: a neglected species, Houston, Gulf Publishing Learners, particularly adult learners, become motivated when they see value in what they are working toward?when the work they are putting forth is clearly in line with their ultimate values or ideals.
Learners can find satisfaction in learning when their curiosity about a topic or skill level is improved. “Adults find motivation to learn within the demands and desires of their lives, in providing or themselves and their families, and in satisfying personal dreams and ambitions” (Fisher, 2006). It is through the student’s sense of accomplishment and vision for the future that intrinsic motivation is born. An approachable teacher can be the inspiration for this change in the student’s mindset. Luda Battista and Veranda Ruble Nine Strategies to Spark Adult Learners’ Intrinsic Motivation As a teacher I would: Encourage learners to draw on past experiences and facilitate discussion with regular active participation.
Encourage learners to share their own learning expectations and goals related to the content Provide information about resources available for learners who require extra support (e. G. , further training or counseling services). Provide real life examples through case studies, and role playing activities. Provide visual aids that enhance the learning. Talk with learners about how the assignments are relevant to their work. Teach learners to reflect and take control over their own learning by using feedback about their own performance and where they need to develop. Empower learners by signposting them to supporting materials 2. Summaries ways to establish ground rules with learners.
