Pttls, Unit 002, Task a
Unit 002
Task A
Inclusive Learning
Inclusive learning means treating all of your students fairly and equally.
As Petty (1998, p.69) states:
‘All students must feel that they are positively and equally valued and accepted, and that their efforts to learn are recognised, and judged without bias. It is not enough that they are tolerated. They must feel that they, and the groups to which they belong (e.g. gender, social-class or attainment groups) are fully and equally accepted and valued by you, and the establishment in which you work’.
Motivate and Engage
To motivate a learner, you must first understand what motivates them. Why are they in your class?
To motivate the individual, you have to treat them as an individual and teach to their particular strengths and weaknesses. Vary teaching approaches to match learning styles. Provide encouragement and praise, but also give constructive feedback. Give support to those who need it, and challenge to those that don 't.
A fiercely competitive environment is probably not conducive to inclusive learning, but friendly competition could provide interesting challenges for the learner.
Ground Rules
It is important to establish a set of ground rules when running a class. Some ground rules might need to be set by the tutor, or those who accredit the course perhaps. Others can be discussed and negotiated with the learners themselves.
The ground rules are a set of parameters that both parties should seek to abide by in order to get the most out of the learning environment. The negotiation and agreement of the rules between the tutor and the learners will help to establish their mutual expectations of the learning experience and environment.
Constructive Feedback
To give constructive feedback that motivates your learners it should be specific but not overly critical. The feedback should highlight what was good, why it was good, what can be improved and how the learner might go about making
Task A
Inclusive Learning
Inclusive learning means treating all of your students fairly and equally.
As Petty (1998, p.69) states:
‘All students must feel that they are positively and equally valued and accepted, and that their efforts to learn are recognised, and judged without bias. It is not enough that they are tolerated. They must feel that they, and the groups to which they belong (e.g. gender, social-class or attainment groups) are fully and equally accepted and valued by you, and the establishment in which you work’.
Motivate and Engage
To motivate a learner, you must first understand what motivates them. Why are they in your class?
To motivate the individual, you have to treat them as an individual and teach to their particular strengths and weaknesses. Vary teaching approaches to match learning styles. Provide encouragement and praise, but also give constructive feedback. Give support to those who need it, and challenge to those that don 't.
A fiercely competitive environment is probably not conducive to inclusive learning, but friendly competition could provide interesting challenges for the learner.
Ground Rules
It is important to establish a set of ground rules when running a class. Some ground rules might need to be set by the tutor, or those who accredit the course perhaps. Others can be discussed and negotiated with the learners themselves.
The ground rules are a set of parameters that both parties should seek to abide by in order to get the most out of the learning environment. The negotiation and agreement of the rules between the tutor and the learners will help to establish their mutual expectations of the learning experience and environment.
Constructive Feedback
To give constructive feedback that motivates your learners it should be specific but not overly critical. The feedback should highlight what was good, why it was good, what can be improved and how the learner might go about making
References: Petty, G. (1998) Teaching today. Nelson Thomas