Understanding Inclusive Learning and Teaching in Lifelong Learning
UNIT 009: Understanding Inclusive Learning and Teaching in Lifelong Learning
1:1 I deliver training in project management and use variety of strategies e.g. lecturing, questioning and answer, and brainstorming. I also use discussion and demonstrations, workshops and seminars. I use these learning and teaching strategies to engage learners and facilitate learning by sight, hearing and doing. Learners are able to “hear it, do it, link theory to practice and reflect on what they learn” (Kolb, 1984). It also captures the different preferred learning styles e.g. activist, reflectors, theorist, and pragmatist. 1:2 I use discussions because it engages people and enable them share their views. I use demonstrations to get learners practice a concept using own initiative. It is appropriate because “learners learn by doing, and engage learners enable them to ‘make sense’ of what they learn and to develop personal conceptualisations of what they learn” (Petty, 2004). I use presentation and seminars to help learners develop good communication skills. I use question and answer approach to identify what learners know, their experiences and what they have learnt. I also give group or individual project to encourage team spirit.
1:3 Inclusive learning is about “widening access to and participation in learning and incorporating measures that accommodates the different views, learning style, abilities and experiences of the learner in such a way the learner is actively included and fully engaged in their learning” (Tomlinson, 1996). It is about creating different learning opportunities, recognising individual rights, differences and views, and giving learners opportunity to learn in the best appropriate and suitable way.
2:1 I identify individual needs, learning styles, and possible barriers to learning. This could be disability, emotional, language, technology, and ability. In designing lecture notes and handouts, I use accessible fonts and font size, appropriate colour and
1:1 I deliver training in project management and use variety of strategies e.g. lecturing, questioning and answer, and brainstorming. I also use discussion and demonstrations, workshops and seminars. I use these learning and teaching strategies to engage learners and facilitate learning by sight, hearing and doing. Learners are able to “hear it, do it, link theory to practice and reflect on what they learn” (Kolb, 1984). It also captures the different preferred learning styles e.g. activist, reflectors, theorist, and pragmatist. 1:2 I use discussions because it engages people and enable them share their views. I use demonstrations to get learners practice a concept using own initiative. It is appropriate because “learners learn by doing, and engage learners enable them to ‘make sense’ of what they learn and to develop personal conceptualisations of what they learn” (Petty, 2004). I use presentation and seminars to help learners develop good communication skills. I use question and answer approach to identify what learners know, their experiences and what they have learnt. I also give group or individual project to encourage team spirit.
1:3 Inclusive learning is about “widening access to and participation in learning and incorporating measures that accommodates the different views, learning style, abilities and experiences of the learner in such a way the learner is actively included and fully engaged in their learning” (Tomlinson, 1996). It is about creating different learning opportunities, recognising individual rights, differences and views, and giving learners opportunity to learn in the best appropriate and suitable way.
2:1 I identify individual needs, learning styles, and possible barriers to learning. This could be disability, emotional, language, technology, and ability. In designing lecture notes and handouts, I use accessible fonts and font size, appropriate colour and