Evaluate How to Involve the Learner in the Assessment Process
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PTLLS 6302
Roles and Responsibilities and Relationships in Lifelong Learning, Task 1-4
1.2 Analyse own responsibility for promoting equality and valuing diversity
According to Urdany L, (1991).
The definition of Equality; Sameness, Similarity, Likeness, resemblance, Equivalence, comparability, and comparison.
The definition of Diversity; Difference, Unlikeness, Deviation, Distinctiveness, Variation, Contrast, discrepancy, Range, and Multiplicity.
According to the Equality act, (2010) [When providing for learners they should all be treated equally despite] age, sex, sexual orientation, [maternity, class], gender reassignment, [these people should never undergo] victimisation [or discrimination, and in some cases] reasonable adjustments should be made.
As a teacher I will need to fully understand the exact term of the word equality and diversity before I try to promote and value these aspects to students. After looking these two words up in The Oxford Thesaurus it has come to my attention that these two definitions are very different and are somewhat contradictory of one another. Therefore it will be important to understand students’ needs and to treat them all fairly and unbiased. ‘Differentiation can be defined as an approach to teaching and learning that both recognises the individuality of learners and also informs ways of planning for learning and teaching that take these individualities into consideration’. (Tummons, 2010 p93)
I will start by identifying students individual needs, there will be noticeable differences and different needs, and this is part of diversity. For example, some students may have been diagnosed with ADHD, Asperger’s Syndrome, Autism, Hearing difficulties, Dyslexia or Learning needs. Some students will not have any barriers at all. This is where recognising and valuing diversity will be
PTLLS 6302
Roles and Responsibilities and Relationships in Lifelong Learning, Task 1-4
1.2 Analyse own responsibility for promoting equality and valuing diversity
According to Urdany L, (1991).
The definition of Equality; Sameness, Similarity, Likeness, resemblance, Equivalence, comparability, and comparison.
The definition of Diversity; Difference, Unlikeness, Deviation, Distinctiveness, Variation, Contrast, discrepancy, Range, and Multiplicity.
According to the Equality act, (2010) [When providing for learners they should all be treated equally despite] age, sex, sexual orientation, [maternity, class], gender reassignment, [these people should never undergo] victimisation [or discrimination, and in some cases] reasonable adjustments should be made.
As a teacher I will need to fully understand the exact term of the word equality and diversity before I try to promote and value these aspects to students. After looking these two words up in The Oxford Thesaurus it has come to my attention that these two definitions are very different and are somewhat contradictory of one another. Therefore it will be important to understand students’ needs and to treat them all fairly and unbiased. ‘Differentiation can be defined as an approach to teaching and learning that both recognises the individuality of learners and also informs ways of planning for learning and teaching that take these individualities into consideration’. (Tummons, 2010 p93)
I will start by identifying students individual needs, there will be noticeable differences and different needs, and this is part of diversity. For example, some students may have been diagnosed with ADHD, Asperger’s Syndrome, Autism, Hearing difficulties, Dyslexia or Learning needs. Some students will not have any barriers at all. This is where recognising and valuing diversity will be