Understanding Inclusive Learning And Teaching In The Lifelong Learning
Unit 403 Task A
Understanding Inclusive Learning and Teaching in the Lifelong Learning
Inclusion is a term that goes one step beyond equality; it generally means everyone is treated equally and fairly. Inclusion goes with the term diversity, which values the difference between individuals by ensuring that all learners are participating and that myself as a teacher am including everyone. Inclusive learning incorporates using a variety of teaching methods, resources and languages which gives the learner the opportunity to contribute and achieve, ensuring that they are not disadvantaged in any way.
In order for myself as a teacher to apply inclusive learning, I as the teacher should establish a good professional relationships with the learner making myself approachable so the learner will be comfortable to approach me with their concerns. As a teacher I should recognise changes in the learner such as a drop in marks lack of attendance etc. When there is inclusion learning it creates a positive relationship between teachers and learners, it can develop …show more content…
positive attitudes and hopefully maintain it. With Inclusion, learners should be encouraged to identify their own goals it also allows the teacher to use the learner’s goals to plan and record progress and it can also create an effective transition towards employment or further studies. When a teacher has mixture of learners they must plan for variety and should create short-term goals with the learners, which are achievable. The teacher should assume nothing and support the learners who are struggling and offer challenges to those who are more able. Keeping everyone busy. A teacher should know their learners and devise teaching strategies which is of interest to them
Inclusive learning as a teacher I would have to ensure that the language hand-outs and other learning materials are free from bias and if any inappropriate comments are made they are challenged and excluded from the classroom (Wilson, 2009 page 28) Words such as he/she manpower, whiteboard/blackboards should never be used and stereotypes in advertisements must be avoided as the lessons has to be opened to all.
Visual aids can be written on a wipe board and the colours used should be considered for effectiveness. Using larger prints or offering alternate formats can help with the learning aids. Space is also important ensuring that there is enough space for personal belongings and sufficient space for learners to move around. I would also need to make sure that learner’s support is available weather physical and/or educational. With regards to written and spoken texts it should be clear and without
jargons.
After the initial assessment has been carried out specific details need to be implemented in the lesson plan for each learner making sure all their needs are met. From the first class the teacher should be looking out for those who are not contributing and make an effort to ensure that all learners take part in the class. Having variety in teaching and learning will ensure that the lesson is meeting the learners needs and also it will make sure that those who have problems paying attention do not get bored with the teachers lesson plan. To keep it simple there should always be a beginning middle and end, with this organised approach it will help in organising and managing the classroom. (Wilson, 2009 page 41)
Teachers must ensure that every lesson includes methods that appeal to visual, auditory and kinaesthetic learners. (Wilson, 2009 page 167) By using this method the teacher is able to see if their teaching is effective giving the learner the best possible chance to ensure they meet their attainment and academic targets.
John Tomlinson made a report regarding inclusive learning, and his findings were that teaching students with learning difficulties and/or disabilities different from those who do not fit into those criteria has not worked. Before inclusive learning was introduced it was thought that those with learning/or disabilities quality of learning was poor. Evidence was received from parents/carer and organisations. Following The Tomlinson report and numerous other reports, recommendations and legislations have been implemented to prevent exclusion in the lifelong sector.
With inclusive learning ground rules need to be established Learners need to know what is expected of them, and what to expect from the teacher. Ground rules should be mutually agreed with teachers and learners, which should help make learning easier. The ground rules should be clear and do able and always follow through consistently. If the rulers are mutual agreed learners are more likely to stick to them.
Feedback is a very important part of learning and based on how the feedback is delivered, it should motivate learners if delivered correctly, constructive feedback should include what the learner has done well, What they could have done better. The learner and the teacher should have a two-way conversation, which includes the learner’s input and reflections of what they could have done differently. If the feedback is delivered correctly it should help the learner get back on the right track by showing them how to improve. It is important that both teacher and learners understand the importantance of feedback and that neither are confused with its purpose.
In conclusion, inclusion is about being able to create interesting, stimulating and inspiring lessons for all students and never leaving any one out by making sure that all learners contribute and never feel at a disadvantage by methods, languages or resources. The teacher must make sure every lesson includes something for everyone( VAK). Also the teacher must look out for those who are not contributing to the class and try to find out why, if the problem is beyond their control, then referrals need to be made for additional support. A teacher needs to be very flexible, as what may work for one student will not work for another. As long as there is variety in the lessons and the long-term goal is the same for all learners, which is completion of course, then inclusion would have been meet.
References
Wilson, L (2009) Practical Teaching A Guide to PTLLS & DTLLS, Hampshire UK Cengage Learning EMEA
Understanding Inclusive Learning and Teaching in the Lifelong Learning
Inclusion is a term that goes one step beyond equality; it generally means everyone is treated equally and fairly. Inclusion goes with the term diversity, which values the difference between individuals by ensuring that all learners are participating and that myself as a teacher am including everyone. Inclusive learning incorporates using a variety of teaching methods, resources and languages which gives the learner the opportunity to contribute and achieve, ensuring that they are not disadvantaged in any way.
In order for myself as a teacher to apply inclusive learning, I as the teacher should establish a good professional relationships with the learner making myself approachable so the learner will be comfortable to approach me with their concerns. As a teacher I should recognise changes in the learner such as a drop in marks lack of attendance etc. When there is inclusion learning it creates a positive relationship between teachers and learners, it can develop …show more content…
positive attitudes and hopefully maintain it. With Inclusion, learners should be encouraged to identify their own goals it also allows the teacher to use the learner’s goals to plan and record progress and it can also create an effective transition towards employment or further studies. When a teacher has mixture of learners they must plan for variety and should create short-term goals with the learners, which are achievable. The teacher should assume nothing and support the learners who are struggling and offer challenges to those who are more able. Keeping everyone busy. A teacher should know their learners and devise teaching strategies which is of interest to them
Inclusive learning as a teacher I would have to ensure that the language hand-outs and other learning materials are free from bias and if any inappropriate comments are made they are challenged and excluded from the classroom (Wilson, 2009 page 28) Words such as he/she manpower, whiteboard/blackboards should never be used and stereotypes in advertisements must be avoided as the lessons has to be opened to all.
Visual aids can be written on a wipe board and the colours used should be considered for effectiveness. Using larger prints or offering alternate formats can help with the learning aids. Space is also important ensuring that there is enough space for personal belongings and sufficient space for learners to move around. I would also need to make sure that learner’s support is available weather physical and/or educational. With regards to written and spoken texts it should be clear and without
jargons.
After the initial assessment has been carried out specific details need to be implemented in the lesson plan for each learner making sure all their needs are met. From the first class the teacher should be looking out for those who are not contributing and make an effort to ensure that all learners take part in the class. Having variety in teaching and learning will ensure that the lesson is meeting the learners needs and also it will make sure that those who have problems paying attention do not get bored with the teachers lesson plan. To keep it simple there should always be a beginning middle and end, with this organised approach it will help in organising and managing the classroom. (Wilson, 2009 page 41)
Teachers must ensure that every lesson includes methods that appeal to visual, auditory and kinaesthetic learners. (Wilson, 2009 page 167) By using this method the teacher is able to see if their teaching is effective giving the learner the best possible chance to ensure they meet their attainment and academic targets.
John Tomlinson made a report regarding inclusive learning, and his findings were that teaching students with learning difficulties and/or disabilities different from those who do not fit into those criteria has not worked. Before inclusive learning was introduced it was thought that those with learning/or disabilities quality of learning was poor. Evidence was received from parents/carer and organisations. Following The Tomlinson report and numerous other reports, recommendations and legislations have been implemented to prevent exclusion in the lifelong sector.
With inclusive learning ground rules need to be established Learners need to know what is expected of them, and what to expect from the teacher. Ground rules should be mutually agreed with teachers and learners, which should help make learning easier. The ground rules should be clear and do able and always follow through consistently. If the rulers are mutual agreed learners are more likely to stick to them.
Feedback is a very important part of learning and based on how the feedback is delivered, it should motivate learners if delivered correctly, constructive feedback should include what the learner has done well, What they could have done better. The learner and the teacher should have a two-way conversation, which includes the learner’s input and reflections of what they could have done differently. If the feedback is delivered correctly it should help the learner get back on the right track by showing them how to improve. It is important that both teacher and learners understand the importantance of feedback and that neither are confused with its purpose.
In conclusion, inclusion is about being able to create interesting, stimulating and inspiring lessons for all students and never leaving any one out by making sure that all learners contribute and never feel at a disadvantage by methods, languages or resources. The teacher must make sure every lesson includes something for everyone( VAK). Also the teacher must look out for those who are not contributing to the class and try to find out why, if the problem is beyond their control, then referrals need to be made for additional support. A teacher needs to be very flexible, as what may work for one student will not work for another. As long as there is variety in the lessons and the long-term goal is the same for all learners, which is completion of course, then inclusion would have been meet.
References
Wilson, L (2009) Practical Teaching A Guide to PTLLS & DTLLS, Hampshire UK Cengage Learning EMEA