Understanding Inclusive Learning and Teaching in Lifelong Learning

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Unit 4 – Understanding inclusive learning and teaching in lifelong learning

1. Evaluate a range of learning and teaching strategies in lifelong learning. Within your answer you must cover the following giving examples: * An analysis of a range of learning and teaching strategies (minimum of 3) used in own specialism * An evaluation of the effectiveness of learning and teaching approaches in own specialist area in meeting needs of learners * An evaluation of inclusive learning

There are different styles of teaching, as each pupil will learn in a different style, these include visual learners, auditory learners and kinesthetic learners. These learners all need different ways of helping them to learn. For example a
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These include e-learning, manuals and 1-2-1 discussions with the tutor and group discussions. The manual is sent out a month before the course to allow the learner to read over the information and come to the first day with any questions they may have about this. Throughout the course mini tests and role plays will be used to help the learner test their gained knowledge and help them to learn from feedback both from the tutor and the other learners.
Using different styles of teaching ensures that all learners get to have their style of learning taught to them, this also ensures that no one gets bored and that everyone has an equal chance of learning. With day to day teaching the learner will know the structure of the class after the first lesson so they will know what to expect each week. With the instructor course the manuals going out before the course allows the learners to know what is expected from them within the days. With pole fitness demonstrating is crucial to the learners needs to ensure they know how the move is suppose to look.
Inclusive teaching means recognising, accommodating and meeting the learners needs as much as possible. The means ensuring that all learners have a different range of needs. Inclusive teaching avoids pigeonholing learners into specific groups, for example a person who doesn’t have English as their first language should not be treated differently because of this,
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