Discussing cases in small group settings can be a huge benefit in that each person would bring varying perspectives, critiques and solutions to the table, increasing the knowledge of each teacher more than if they were to just complete individually. Once critiques are made upon a case and other people offer suggestions and opinions teachers will be much more capable and confident to reflect and critique their own classroom teaching. Teaching cases are for the greater good of all teachers; they need not be put down, but instead used for the edification of other teachers where they can bounce ideas off each other for greater understanding on how to deal with certain situations. Discussing cases will test the beliefs of everyone involved, broadening the minds of teachers and evaluating each perspective. Each person must be able to effectively communicate their views and reasons why they have certain beliefs.
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
The culturally responsive classroom “specifically acknowledges the presence of culturally diverse students and the need for these students to find connections among themselves and with the subject matter and the tasks the teacher asks them to perform” by using instructional strategies which, place students into “cooperative learning groups, [an environment wherein] culturally familiar speech and events [are discussed], [and] wait time for students from CLD backgrounds [is] adjusted to enhance classroom participation and development of critical thinking skills.” (Brown, p.60,
A critical evaluation of an aspect of the inclusive practices, evidenced in the case study (which will be provided), with specific reference to your own practice during school placement and your wider reading? Our understanding of diversity is broad – it encompasses gender, race, age, disability, cultural background and so much more. Inclusive practice is understood to be attitudes, approaches and strategies taken to ensure that students are not excluded or isolated from the learning environment because of any of these characteristics. As a teacher, my role is to ensure that all students feel welcome, accepted, safe, listened to, valued and feel confident that they can participate in all activities. Every child should be given every opportunity
It will be greatly beneficial for the teacher and the student as both parties will gain a greater awareness of the student’s understanding level through the student’s explanation. It is a very useful tool for formative assessment as the student and teacher are both monitoring the student’s progress. The teacher will be able to discover any of the student misconceptions and automatically implement methods in the next lessons to correct them and ensure a more stable foundation for further learning to developed upon in the future. However, as beneficial as the interviews are in gaining insight into the student’s minds, the interviews will take up too much classroom time. For the clinical interview to work, the teacher must interview every student in the classroom for 10-20 minutes each, which will take away precious class time from the teacher and students.
Identify the needs of a child or adult with learning difficulties/disabilities with whom you work and recommend possible ways forward with this person. If possible, work with at least one other person as you carry out this assessment. In your assignment you will need to: • explain and justify your methods • briefly evaluate the way you worked with your ‘partner’ • support your arguments with relevant literature. “ Inclusion is not about placing children in mainstream schools. It is about changing schools to make them more responsive to the needs of all children.” (Mittler, 2000 cited Carpenter,Ashdown & Bovair 2001) It is widely known, that assessments of the level of a student’s performance greatly influence the teacher’s planning and strategies.
It replaced Working together to safeguard children (2010) Framework for the assessment of children in need and their families (2000), and Statutory guidance on arranging to safeguard and promote the welfare of children under section 11 of the Children Act 2004 (2007). Most of the responsibilities and processes in the new 2013 Working together guidance are similar to those that were stated in the 2010 guidance but according to the Department for Education’s “Revising and, following consultation, publishing
If you know the learning style of the student, it is easier to convey the message you are trying to convey. Teachers adapt to their students and help them according to their style learning. Knowing the learning strategies influence teaching and learning by allowing the teacher know what is going on and giving students a chance to understand the material. These learning strategies help both: the teacher and the student. References Roell, K. (2014, January 1).
‘Explain the ways you would establish ground rules with your learners which would underpin behaviour and respect for others.’ Setting ground rules within a group establishes what the tutor and the group can expect from each other in terms of social as well as educational expectations. An understanding of why each rule is in place will ensure learners and tutor feel more comfortable about its existence and helps to provide a good learning environment for all in the group. The delivery of these rules can be important when teaching adults as some learners’ feel more at ease having set rules or boundaries whereas others whose negative experiences of their schooling may feel an unconscious resentment. Rather than imposing a stated list of rules or laying down the law, asking for opinions and experiences, then drawing from that any expectations of the group can be a mutually beneficial way of establishing what ground rules should be made and more importantly why they are important or relevant to the group. This method is also a good way to encourage the exchange of ideas and opinions within the group as learners are more likely to relate to each other, discuss, and help each other further on in the course.
The Reporting and Assessment Advice ensures that outcomes of these environments are communicated regularly to parents providing them with “easily understood information about how their child is progressing and plans for future learning.” Through my teaching practices, I mindful that my teaching strategies and abilities need to combine with those set out in the initiatives and methodologies to provide a safe and engaging learning environment for all students. My studies and practices have given me the opportunity to apply my understanding and knowledge of the stated