CTTLS Understanding Inclusive Learning and Teaching

Topics: Educational psychology, Education, Learning Pages: 6 (2781 words) Published: September 30, 2014
Understanding Inclusive Learning and Teaching in Lifelong Learning QAC Code: F/503/1235 (Level 4)

I am a strong believer of inclusive learning and teaching, as inclusive teaching refers to the creation of a learning environment which provides all students, regardless of their background and ability, with the opportunity to fulfil their own learning potential and support other students who may wish to learn from them. Within my experience and current work place I have found that using a wide variety of teaching strategies is essential, as my students needs and abilities are always varied. Out of all of the students that I have worked with, there have never been two the same and as a result my teaching style has to be adaptable in order for it to be effective.

1.1 Analyse learning and teaching strategies used in own specialism: Traditional teacher methods and practical hands on learning are as important as each other in choosing to teach and learn; one cannot exist without the other. Practical, theory and the constant development of attitude are vital to learning being allowed to happen within the learning environment. To do this the student must do more than just listen and watch. They must read, write, discuss, engage, problem solving and use hands on techniques. Students must also develop their thinking mentality of analyse, apply and evaluate to all areas of work, as getting the students to do things gets the student to evaluate what they are doing and why. The use of these teaching strategies in the learning environment is vital because of its powerful impact on students learning for example; studies have shown that students prefer strategies promoting active learning to traditional talk and chalk methods: Penner. Jon. G 1984, many teachers cannot lecture.

1.2 Evaluate the effectiveness of approaches to learning and teaching in own specialist area in the meeting needs of learners: Each effective teacher should actively engage in self-reflection, exploring willingness to experiment with alternative approaches, instruction and motivational techniques. Sometimes a teaching style maybe needed when teaching certain specialisations and proficiencies. The listen and learn teaching environment can be enriched by adding visual aids, PowerPoint, film, short writing exercises, drawings and demonstrations followed by a whole class or group discussion. Research has also been demonstrated that if a teacher allows students to consolidate their notes by pausing three times for two minutes each during a lesson, students will learn significantly more information (Ruhl, Hughes, and Schloss 1987).

1.3 Evaluate aspects of inclusive learning: Inclusive learning is a well-known concept required in order to meet the needs of all learners, in particular the need for belonging as defined by Maslow. It has been given many definitions but can be broken down to mean teaching approaches that include the following factors as demonstrated by the writing of Gravells (2012): - Involves all students

- Treats all students fairly
- Considers all students to be equal
- Without the direct or indirect exclusion of any learner

The learning needs of individuals can differ in their preferred learning styles and by using a blended learning approach it is possible to provide learning experiences that meet the learning needs of all members of the group. However, when considering inclusive learning and the need for belonging there are additional measures a teacher can take.

2.1 Analyse inclusive approaches to learning and teaching: 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: ‘Inclusion is seen to involve the identification and minimising of barriers to learning and participation’ (Booth et al., 2000: 13)....
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