However, please be careful with spellings and grammar. Task 13 Very good explanation of pros and cons and again well referenced work. Inclusive learning is when all learners are catered for as individuals and are given the opportunity to be part of their own learning. Teaching practice at all times should promote equal opportunities, not discriminate and should incorporate supporting individual learning styles and needs. Inclusive learning should promote positive behaviour and conduct.
As a tutor working in the adult education sector it is beneficial for me to have knowledge of legislations applicable to teaching, such as The Data Protection Act (1998), which governs the protection of personal data of my learners. 2. Promoting equality and valuing diversity by understanding of creating a differentiation of all students, each individual are / students are different and have to be treated equally. 3. Evaluate own role and responsibilities in lifelong learning , follow the Teacher Training Method of Teaching ,Identify the needs by plan training, and deliver training.
“Inclusive learning is about involving all your students, treating them equally and fairly, without directly or indirectly excluding anyone.” Gravells (2012:56) Creating an environment where inclusive learning can be carried out will reflect on the activities or learning that is going to take place and the best way to do this is by creating activities where the learner can work as pairs or in teams. By involving the learners in the planning of topic it will encourage group dynamics which will encourage involvement, interest and motivation creating a positive atmosphere within the working environment. The atmosphere of the class can also be affected by the mood or attitude of the teacher, for example if the teacher is very structured and strict the learners would feel very un-easy and talked at rather than being talked to, whereas if a teacher was enthusiastic about the activities / topics it would encourage the learners to be enthusiastic and motivated as well, which in return will gain a better response from the learners and create a positive attitude. When planning inclusive learning it is also very important that you are meeting the learning styles of the learners and by doing so you support the learners in their learning. I would meet the different learning styles of my learners by producing activities on hand outs and by reading through briefly to confirm the understanding before starting the activity, this way I am producing a visual aid for those who like to learn best from seeing what they are doing, I’m providing information in an auditory aid by talking about what we are doing and by creating an activity that the learner will take part in as
Constructive feedback can be given through different ways. When a trainer is giving constructive feedback to a group, he should focus on the group performance and what they have achieved but also has to make sure he identifies what each individual has achieved. When giving direct feedback to an individual, he has to ensure he is specific about the targets they have met and what they still need to achieve (Gravells, 2013). Constructive feedback can be given formally, by writing or informally, verbally. This way of giving feedback should always be adapted to each learner.
The teacher assistant and teacher should plan together so that you are clear from the outset what you will be doing and are given the opportunity to put forward your own ideas. In the case of teaching assistants who support individual pupils, this can be particularly beneficial since they will be able to identify any difficulties with planned activities at the earliest stages and will also know in advance if they will need to find particular resources b) Delivery: How a learning support practitioner would contribute on the delivery of a learning objective,
Involving young people in planning and reflecting on their own learning through assessment, evaluation and personal learning planning is essential and this is the responsibility of all practitioners regardless of the learning setting. Universal support will help young people to identify and plan opportunities for achievement through activities covering a full range of contexts and settings, whilst meeting individual needs and providing effective learning activities that address barriers across the curriculum in every context and setting. Additional Support Some young people will benefit from additional or targeted support, tailored to their individual circumstances. This could be at any point of their learning journey or, for some, throughout the journey. 1.2 explain the role of practitioners in providing impartial information and advice to children and young people 1 Young people are informed about how information, advice and guidance services can help them and how to access the services they need.
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.
Assessment Question 9 – Inclusive Learning Strategies In Inclusive learning we need to make sure students have full access to either an education or training whilst being treated equally and fairly, regardless of their needs, abilities or disabilities and most importantly without prejudice. In simple term’s it is about including and not excluding learners. This statement is backed up in both Ann Gravells book when she says. ‘Some learners could feel excluded during your session if their particular needs are not met.’ (2011, p.49) and in Linda Wilson's book when she states that inclusion is 'about creating interesting, varied and inspiring learning opportunities for all learners; ensuring all learners contribute and are never disadvantaged by methods, language or resources.' (2008, p.153).
However, what unites these theories is their aim to provide a guide to strong teaching practice that will lead to an improvement in the knowledge of learners. (Sotto, 2007: 126). The theories of learning are not engraved in stone and the strengths and weaknesses of each are transparent. However, it is the implications of these theories upon teaching that gives them a strong foothold within education. Theories of learning place learners in a particular position and depending on the theory, the learning either happens to the learner by an outside force or it is something they do themselves as a result of internal processes or practice.
City and Guilds 7303 Theory question 4 Explain the ways in which you would establish groundrules with your learners, which underpin behaviour and respect for each other. When setting up groundrules you need to ensure the group is aware of their purpose and importance in the smooth running of the course. Groundrules should be set up at the beginning of a session as this will help learners feel comfortable and create a positive and open learning enviroment. Whenever possible learners should be involved in devising the groundrules as this creates ownership and provides a vehicle for discussion around their expectations and needs during the course. One option is to divide learners into pairs and ask them to discuss how they would like the course to run, they will then feedback their suggestions and these will be recorded on a flipchart and the rest of the group invited to comment.