It is important that the teacher appreciate any input from their students, whether the answer is correct or not. This openness will instil confidence and motivation from within the group and help their learning experience. To create a positive learning environment, with a clear structure, a teacher needs to have the ability to plan their lectures or sessions effectively. With clear goals and aims which match up with the curriculum. These lessons need to be creative, incorporate activities and techniques that will engage the learner.
For individual learning styles to be met, within a good learning sessions a teacher will ensure he/she takes a multi-sensory approach to teaching, this way each learner can work to the best of their ability. Initial assessment and contracting before any learning takes place will ensue that learner needs are highlighted, therefore suitable support and lesson planning can take place. Inclusive learning is also about promoting a supportive and motivating learning environment that addresses the needs and barriers of all learners. For example, learners with wheelchairs need have appropriate access to the classroom and other facilities. Task 13 Strength and limitation of teaching and learning approaches Strengths and limitation of teaching and learning approaches are when a teacher implements all inclusive teaching
In this respect, the ultimate aim is to enable learners to understand how to take responsibility for their own development. Teachers can do this by planning and preparing teaching and learning activities that take account of the needs and well-being of individual learners as well as groups of learners. Some key aspects of a role as a teacher may be: carrying out initial and/or diagnostic assessments; clear communication with your learners, other professionals and stakeholders; promoting appropriate behaviour and respect for others; identifying and meeting individual learners’ needs; being aware of the support mechanisms available; being organised; being reflective, which means learning from successes as well as mistakes. What are my responsibilities as a teacher? As a teacher, my primary responsibility is to ensure that learners are enrolled onto the correct course, in terms of meeting their needs, abilities and aspirations.
A learning support practitioner will also be required to provide the teacher with feedback of the activity and the child's performance , so the practitioners should arrange with the teacher beforehand how they should be providing the feedback. During the delivery of an activity, practitioners should be setting clear expectation and instructions. They may recognise that children are struggling or not understanding what they are asking them to do ; if this is the case practitioners should modify their delivery or the activity itself , in order for every child to take part. During the activity practitioners should be monitoring and observing in order to provide the teacher with feedback. A learning support practitioner will also contribute towards the
Teachers can analyse performance using tests or questioning the pupils after completing an activity. Plans could include differentiated classroom groups, built in review time. Plan to give pupils examples of a variety of skills, attitudes, standards and qualities to aim for. (b) the learners Peer and self assessment are activities that actively engage pupils with their level of understanding and the quality of their work and help them to reflect on how to improve. Pupils must be familiar with learning objectives, outcomes and success criteria and feel confident in how to interpret them.
Unit 9 1.1 Teachers are primarily responsible for following and delivering the national curriculum, lesson planning and providing the necessary resources for the children; they also develop and adapt learning activities to meet the needs of each group of children who will need them. They set out a clear LO so that pupil progress can be measured, and make children aware of their learning intentions, this will then decide whether each child requires more or less in their learning and targets will be set. If pupils have not made steps towards their LO, either the learning objective needs to be modified or the teaching tactics changed. A teacher’s responsibility also involves; Maintaining an ongoing record of each child’s progress. Identifying the individual educational needs of all children.
The teacher must ensure they are reaching all of these different types of learning styles. Everything should revolve around the child and its individual needs. This is also known as the ‘holistic approach’. In the early years setting this approach to teaching focuses on the child’s needs and interests and uses it and teaches them what they are required to learn and helps the child to discover their full
• Importance of including parents/guardians in planning. Planning • Current influences on the planning and provision of learning opportunities. • Importance of planning and providing learning opportunities to meet children’s diverse needs. • Plans of curriculum activities • How planned curriculum can promote learning Role of practitioner • The role of the practitioner in meeting children’s learning needs • Reflective account how a practitioner can support the learning needs of the children. After the practitioner know the information and understands it, there next role is too use it to meet the children’s learning needs.
Promoting Inclusion Equality And Diversity Within Learners Theory 3 As a tutor my aim is for the students to gain competence in and a full understanding of the subject. In order for students to do this it is important for the tutor to be mindful of the issues concerning equality, diversity and Inclusion. In terms of equality and diversity the relevant factors we must be sensitive to when teaching are disability, sexual orientation, gender, ethnicity and race, age, religious beliefs and economic and social needs of the students. The diverse backgrounds and experiences of individual students are what make teaching so exciting and challenging. The tutor needs to employ a number of strategies to promote inclusive learning to ensure that all the students are involved in the learning process.
Distinction To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to: The learner will: 1 Understand the learning process The learner can: P1 Explain key influences on personal learning processes of individuals M1 explain the importance of improving skills for learning to support learning processes 2 Be able to plan for and P2 Assess own knowledge, monitor own professional skills, practice, values, development beliefs and career aspirations at start of programme P3 Produce an action plan for self-development and the achievement of own personal goals 3 Be able to reflect on own development over time D1 evaluate changes P4 Produce evidence of own M2 analyse the importance made to action of meeting action plan progress against action plan in response to targets in supporting own plan over the duration of ongoing reflection of progression the programme development, targets and goals P5 Reflect on own personal and professional development M3 explain how knowledge D2 analyse own gained within the development and learning environment progression over time has influenced own professional development 4 Know service provision in the health or social care