Focus Areas In The Lesson Plan

Inclusive practice is identifying and understanding any barriers that are stopping children from completing the activity. We have to make sure that whatever the child’s background they are able to fully join in with everything within the school. This will make the children feel valued and have a sense of belonging.

Some pupils may find the activity either too easy or too difficult therefore the activity may need to be adapted to suit the needs of these pupils. Also additional activities may be included for those pupils who finish quicker than others. The teaching assistant must take each pupil’s learning needs into consideration.

Inclusive learning is about ensuring all your learners have the opportunity to be involved and included in the learning process. It’s also about treating all learners equally and fairly, without directly or indirectly excluding anyone. Inclusion is about attitudes as well as behaviour, as learners can be affected by

Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs.

Inclusive practice is about adapting what is being delivered to make learning accessible to everyone regardless of ability, special education need (SEN) or any other barrier that might exist. When planning to meet the needs of everyone in the group it is essential that the teacher has as much information about everyone as possible. (The City and Guilds textbook level 3 Award in Education and Training). Features of inclusive teaching and learning starts with knowing which learning styles your learners prefer, to do this you can use VARK (visual, aural, read/write and kinetic) test which was designed by Neil Fleming to help learners and teachers know what learning methods they are best suited to e.g. in the first lesson my tutor asked for us

First knowing the subject, then deciding the length of the lesson and which key stage is it aimed for.

Gravells (2014) states: ‘You are not teaching your subject to a group of learners who are all the same, but to a group of individuals with different experiences, abilities and needs, which should be recognised and respected’.

Teaching demands a lot of creativity and being able to adapt to different situations and environments. However, in order to experience lasting success, more than pot luck, charisma and spontaneity are required. Planning is essential. Planning and preparation gives a certain level of confidence. Whether it is a single lesson or a whole course, planning allows you to design the learning journey you wish to take your students on. In designing, you can make sure that you are catering for all your learners’ needs. This includes sufficient differentiation; for SEN needs as well as your gifted and talented students. In planning you can ensure that your lessons have a definite beginning, middle and end and have clear aims and targets. At this stage you will also prepare and plan resources. Also, you must plan your assessments. How will you know when the students have learned what you set out to teach? How will they know? How are you going to prove that learning has taken place at the end of the course? All these points will be addressed in the planning stage of the teacher training cycle.

The learning outcomes are important. There has to be a reason on why something is being taught, and how it will be useful to the students future. Throughout the paper, I’m going to give you an example of a lesson plan I

The philosophy of the primary school where I work is that every child's unique needs and abilities should and must be honored. Children's different learning needs and styles are incorporated into the curriculum. On an informal level, teachers are encouraged to make use of lesson plans that utilize different types of media and methods of evaluation. Lesson plans often make use of visual and kinesthetic aspects of the learning experience as well as more traditional methods that emphasize mathematical, spatial, and verbal intelligences.

The Australian Curriculum defines the outcomes expected in specific Learning Areas, General Capabilities and Cross Curriculum Priorities (Australian Curriculum Assessment and Reporting Authority [ACARA], 2010a).

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

The most effective method of differentiating is to ensure that resources and assessment methods, as well as teaching and learning approaches meet individual learner needs. According to Francis and Gould (2013) setting a single objective for a whole group will not be appropriate for all learners, due to the diversity of the group, therefore, as Gravells (2008) suggests we must identify the learning needs, styles, aspirations and potential of our learners. At this very stage, any barriers and boundaries should be identified, so the teaching and learning approaches, assessment methods and resources can be planned accordingly.

Inclusive learning is about making sure that every learner in the classroom has their needs identified and met. It is about realising that every learner will have specific individual needs and it is the job of the teacher to accommodate the needs of all of their learners. Booth et al. (2000) state ‘Inclusion is seen to involve the identification and minimising of barriers to learning and participation’ (Booth et al., 2000: 13).

In the practice of teaching, it is the responsibility of a teacher not only to teach students subject matter, but to teach students in order to enable them to grow and develop as a person. While it is essential for students to have an understanding of academic material, it is also equally as important that when students finish their education they have skills to use in