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.
Personal Development Planning (PDP) Personal Development Planning, or PDP helps learners think, not only about the learning that has already taken place, but also planning for the future. PDP is a great way to build on all the opportunities university life has to offer, but it is up to you as an individual to decide what you want to get out of PDP and how to set about doing this. This Advice Sheet will help you to: • • • • Recognise what is involved in PDP Identify opportunities presented to you Practise techniques to support PDP through action planning Employ a PDP tool, for example the electronic tool, RAPID What is PDP? …. 1 Identifying opportunities .... 2 Practising PDP.... 2 Using RAPID ….4 What is PDP?
It is beneficial for both them and me to have them work with some of my students who need extra help, but I feel that they need some opportunities to extend their learning in ways that are more gratifying to them, and perhaps more self-directed. 3. What are the 3 phases of curriculum compacting? The three phases of curriculum compacting are 1) an exploratory pre-assessment to determine the students prior knowledge of the concepts, 2) data analysis by the teacher to identify what the student has mastered and what he or she still needs to learn, then determining how the student will gain that additional
As working with children will not be easy in aspects of planning, teaching etc. it is important that you commit some valuable time to plan your lessons and spend your time wisely with children to help them learn. An example of this is preparing work for children of different abilities as they have different learning methods and some may take more time or require extra support due to learning difficulties etc. It is relevant for an early years practitioner to work well in a team as it is important to acknowledge everybody's contribution which is their right. You should adopt a ‘we’re in this together’ approach.You should also be aware of how to behave within your team and be supportive and co - operative.
Learning activities are the actual steps you take to help you achieve the outcomes you desire. This chapter provides basic information, guidance, and a workbook activ- ity that can assist you in developing an effective plan for learning. This plan will be extremely useful, but it is also important to recognize that not every- thing will go as planned. Unexpected experiences may also provide you with insightful and valuable learning. BACKGROUND AND CONTEXT A plan for learning during the practicum is like a road map, identifying destina- tions and possible routes for getting where you want to go.
Planning influences what student will learn, because planning can transform the available time and curriculum materials into activities, assignments and tasks for students so time is the essence of planning. (Woolfolk, Margetts, 2010). To promote effective learning and teaching, implementation of quality plan is significant. Planning should include all the essential ingredients of effective teaching to model the commitment to learning. Effective teaching should acknowledge the impact of factors such as attitudes, perception, expectations, abilities, gender, socio-cultural background and maturity on every learning experience.
Explain how to Select Resources that Meet the Needs of Learners: Resources are range of items used in to deliver learning, these can come in many forms and used in many ways, so it important to ensure that resources are accessible to all learners. Resources should stimulate learning as well as impart and promote interest in the subject, so it is crucial to select resources that also meet the needs of your learners. Resources should meet the required learning styles in the group as well as the objective of the session. Resources can be in form of books, handouts, pens, computers, overhead projector, work/activity sheets and also teachers and other professionals. In IT class, the most used resources are the computer, overhead projector, handouts, whiteboard/flipchart and voice.
Ideally, the capacity for critical reflection helps students to develop higher-order thinking skills so that they can think at an abstract level while making connections from theory to practice. It increases the likelihood that students will continue to grow as educators and be open to change. Since the world of educational practice is often more challenging than novice educators anticipate, they can foster skills, attitudes, and flexibility to adapt to unanticipated situations. Critically reflective educators can consider their role in fostering democratic opportunities for learning and dialogical strategies for resolving conflict to develop an engaged citizenry. They are encouraged to develop a social justice orientation to create more inclusive learning environments for students from diverse backgrounds.
Each person's thinking effect on which way they choose. The way of learning has effects on learning and understanding. Approaches to learning has contain inclinations, attitudes, and learning style and quality. Different approaches to learning can make students challenge to think about the ways they use and which one is the best for them. Students should choose one of the ways which is more suitable for them.
c. Group work is important in the IT classroom because learners relate to their peers and, as such, can more easily understand terms explained in their “own language”. Learners bounce ideas off each other and reach conclusions and working solutions through experience and experimentation, which can be retained better than the information presented by an educator alone. Learners can also encourage each other to achieve learning outcomes. Learners bring their individual perspectives, experience and skills to bear on the learning experience. Question 2 a.