Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training 1.1. Inclusive learning is about recognising that all your students have the right to be treated equally and fairly, have the same access to all products, services and have the opportunity to be involved and included. As a teacher you need to be aware that all students are not the same as they all do not learn in the same way, the ways in which a teacher can overcome this is using the Teaching and Learning Cycle, using visual, auditory and kinaesthetic materials (VAK) and agreeing on individual learning plans (ILPs). Other features could include self reflective exercises, quizzes and providing opportunities for students to reflect on their own
Creating an inclusive learning environment is an extremely important aspect of modern education, which, according to Gravells (2008: p18), ensures that “[…] all learners are entitled to be treated with respect and dignity. Everyone is an individual, with different experiences, abilities and needs.” She also offers a brief explanation of inclusivity (2008: p18), which is “[…] involving all learners in relevant activities rather than excluding them for any reason directly or indirectly.” Inclusion has also been defined by John Tomlinson (1996: p26) as “the greatest degree of match or fit between individual learning requirements and provision”. In the other words, inclusive learning environment nurtures individual potential of all learners,
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
As a result of my research I am now able to recognise and define the process Initial Assessment and the connection it bears with negotiating with learners, as well as agreeing goals and actions. During the course of my research I have gained an awareness and depth of knowledge into the significance of Inclusive learning; I can now confidently adapt session plans, and delivery
Learner Name: Chris Piggott Assignment 302: Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training Assignment Overview Introduction: The assignment for Unit 302 asks you to demonstrate your understanding and use of inclusive teaching and learning approaches to meet the needs of learners. It includes how to create a learning environment that engages and motivates learners, and planning, delivery and evaluation of inclusive teaching and learning. It also requires that you deliver a microteaching session and to evaluate your own delivery practice.
Assignment 302 - Understanding and using inclusive teaching and learning approaches in education and training
Summary of Chapter Two Differentiation of instruction is the process of teaching in a way to meet the needs of students with differing abilities in the same class, including those with special learning needs. One way to do this is by providing several different avenues by which all students can learn the same material. In differentiating instruction, teachers plan out and implement a variety of approaches to content, process, product, and environment. Differentiated instruction is used to meet the needs of student differences in readiness, interests, and learning needs. Many people in the education field believe differentiation has the potential to transform teaching and learning in a way that raises expectations for all students.
As a teacher when delivering any lessons planned we have to make sure that each students individual needs are met, so they will feel included in the lesson. “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” Wilson (2008).
Outlines general education teachers’ attitudes toward inclusive education. There is a growing majority in favor of inclusive education; however, there is a lack of direction in how to implement it. The author outlines several strategies for creating a smooth transition into inclusive education.
Through my theoretical and small practical understanding of inclusive education I will be embracing the concept and practice of inclusion through the use of the term Curriculum Differentiation, which is all about arranging the classroom learning environment to be more suitable for students of all types, abilities and learning capacities to have the chance to reach their own individual maximum potentials (Carpenter, 2010). Through researching and learning about inclusion I have come to believe and agree with the statement of “Diversity not Deficit” when teaching in an inclusive school or classroom (Queensland Government, 2005). This statement reflects my own personal philosophy of inclusive education, as it pushes my strong belief that education is about not seeing any of the students, their families or the
Curriculum Evaluation For this assignment, I intend to evaluate the Level 2 Diploma in bricklaying as it is my own specialist area. I will be discussing the theories and models of curriculum, influences on the design, evaluation and quality assurance systems. I will also evaluate the level 2 Diploma and discuss proposals for improvement. I currently teach at a HMP Moorland where I permanently deliver the bricklaying diploma alongside my colleague.
Teachers were asked specifically about the use of visual aids in their classes. Many teachers believe that indeed their students are visual learners; however, even though they know their learning style, this insight did not alter their teaching approach. Some blamed this on not having enough time, “I do agree and I do encourage, but I actually don’t practice this with my students because of the time issue” (Teacher F, C3, line 324). Some did not see the connection to their teaching practice, “[...] they are more into visual I think yeah with the new social media and like Twittering and commenting, all about whatever they see” (Teacher I, C6, line 238). While others believed that, the use of visual aids would be helpful for the students, but again did not relate it to their own teaching practice, “It's very helpful, yes, it's very helpful for them to use pictures” (Teacher C, C2, line 154). Some teachers believe that they need to be shown or trained on how to use visual aids:
Visual Aids: When using visual aids, students can conceptualize what they are learning. Visual aids can be use in the forms of clouds, graphic organizers, or webs. Notes and texts can be turned into visual aids, as well.
Visual aids help connect your audience with your message. When properly prepared and used, they can help speeches in many different ways. But if they are used improperly, they can become a liability. THE PURPOSE OF USING VISUAL AIDS • Visual aids support your ideas and improve audience comprehension of your presentation • Visual aids add variety to your presentation by giving the audience a break from listening and letting them see something
Introduction Throughout many researches they found out that most of the 21st century learners are visual learners or someone who “needs to see it to know it,” (S.D.Fliess, 2009) Visual learners are those who learn things best through seeing them. Visual learners often prefer to sit in the front of the class