Understand learning and teaching strate
1.1 Understand learning and teaching strategies used in own specialism
While planning my lessons and delivering my teaching sessions in the workshops of Elmley Prison, I try to consider the teaching Pedagogy’s and Andragogy’s ( the art and science behind teaching) in order to deliver outstanding lessonsbe inclusive and meet all my student’s needs as they all learn differently and have different learning styles.
Learners not only come from different cultures and backgrounds but they also differ in their abilities, needs, and the way they learn. Their differences must be recognised and considered by teachers who should treat them fairly and value each individual regardless of any differences. This way, learners will feel welcomed and included into the learning environment, engaged, empowered and supported by teachers (Gravells, 2008).
I understand that Inclusive teaching and learning is only possible when equality and diversity policies are positively promoted. Inclusion means that learners’ needs (and an individual learner may have more than one need) are appropriately met to enable full participation in the learning process.
Inclusive practice relies on a range of differentiation strategies which could include some of the following: additional classroom tutor support (or learning support assistant), adapted or specific resources, peer support; varied presentation; content selection; reducing or increasing time for activities or expected output.
Although inclusion is about supporting my learners’ needs, it is not always possible for me to do this without support. I have to be aware of the limits of my responsibility and know when and where to access support both for myself and my learners.
My team leader would normally be my first point of contact for advice and referral. Team meetings or contact with other teachers, my colleagues may also be able to help through their own previous experiences. Support may also be available, through a learning champion.
While planning my lessons and delivering my teaching sessions in the workshops of Elmley Prison, I try to consider the teaching Pedagogy’s and Andragogy’s ( the art and science behind teaching) in order to deliver outstanding lessonsbe inclusive and meet all my student’s needs as they all learn differently and have different learning styles.
Learners not only come from different cultures and backgrounds but they also differ in their abilities, needs, and the way they learn. Their differences must be recognised and considered by teachers who should treat them fairly and value each individual regardless of any differences. This way, learners will feel welcomed and included into the learning environment, engaged, empowered and supported by teachers (Gravells, 2008).
I understand that Inclusive teaching and learning is only possible when equality and diversity policies are positively promoted. Inclusion means that learners’ needs (and an individual learner may have more than one need) are appropriately met to enable full participation in the learning process.
Inclusive practice relies on a range of differentiation strategies which could include some of the following: additional classroom tutor support (or learning support assistant), adapted or specific resources, peer support; varied presentation; content selection; reducing or increasing time for activities or expected output.
Although inclusion is about supporting my learners’ needs, it is not always possible for me to do this without support. I have to be aware of the limits of my responsibility and know when and where to access support both for myself and my learners.
My team leader would normally be my first point of contact for advice and referral. Team meetings or contact with other teachers, my colleagues may also be able to help through their own previous experiences. Support may also be available, through a learning champion.