Summarise learning and teaching strategies used in own specialism All the teaching I have carried out recently is in relation to people with learning disabilities and challenging behaviour. Some is classroom based, such as Risk and Conflict Management, Autism and behaviour interventions relating to an individual service user. I also used to teach PRICE (Protecting Rights In a Caring Environment). This is a physical intervention course which is practical and physical with no desks; therefore the teaching and learning strategies are different for this course. It tends to use a style more like EDIP (Explain, Demonstrate, Imitate and Practice). Allen’s (1919) four-step method, as cited in Gravells (2012, p.95) describes that it starts with explaining the task, then demonstrating it, then asking the students to imitate it and finally the students to practice it, correcting any errors. This method is useful for practical tasks to be taught. In a classroom setting I try to cater for all learning styles by using various teaching methods and strategies. These may include PowerPoint slides, talking, Q&A, discussions, writing and using a whiteboard or flipchart to collect and analyse information. Auditory learners’ may benefit from discussion, listening to presentations and questions and answers. Visual learners may benefit from whiteboard drawings and handouts. 1.2
Explain how approaches to learning and teaching in own specialism meet the needs of the learners Within the practical sessions of physical intervention, I always gave additional breaks if needed, particularly in the more tiring and exhausting exercises. If I saw an individual struggling to keep up or appearing tired, I would either bring the whole group back in for a demonstration, change the activity or give the whole group a break. Changing the groups around also helped students, so they didn’t become used to their partner’s or group’s way of working. Also towards the end of the day, when people were becoming tired, I would ask them just to walk through the practice and not do it at full speed, for health and safety reasons. Within a classroom setting doing a PowerPoint presentation if learners appeared tired I would change my teaching method to having a discussion or using a whiteboard or flipchart or doing an exercise in groups. 1.3
Describe aspects of inclusive learning
Inclusive learning is about making sure everyone feels included and all learners feel safe. Tutors need to be aware and cater for diverse needs. Aspects of this include ensuring learners can find the venue, the tutor welcoming everyone, the use of ice breakers and everyone being included in deciding the ground rules. Learners should not be made to feel undermined, intimidated or not good enough. The Higher Education Academy world wide web page describes inclusion as:- “'Inclusion' applies to an arrangement where every student's (including disabled learners) entitlements have been designed in from the outset, as opposed to 'integration' which applies to the assimilation of students into a pre-existing arrangement. Integrating disabled learners involves making ad hoc changes to teaching, or providing individuals with equipment or other forms of support so that they can access what has not been designed from the outset with their needs in mind. Inclusive teaching will have been prepared in a way that is accessible for all learners, as far as possible. Consideration will have been given to the impact of teaching activities on disabled students and will aim to reduce the number of needless barriers they encounter.” Therefore it is the responsibility of the tutor to ensure the session is accessible to the needs of all learners without anyone being singled out. 2.1 Explain how to select inclusive learning and teaching techniques I can select inclusive teaching techniques by being aware of my learners needs. If I am aware of any needs that they may have it will enable me to plan my learning and...
References: Gravells A; (2012) Preparing to Teach in the Lifelong Learning Sector, 5th Edition, Learning Matters
World Wide Web page: The Higher Education Academy (2014), Inclusive Teaching Practice. Retrieved: February 06, 2014 from http://www.heacademy.ac.uk/resources/detail/subjects/psychology/Inclusive_Teaching_Practice
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