Unit 009 Understanding Inclusive Learning and Teaching in Lifelong Learning
Form 2 Assessment front sheet and feedback record
PTLLS Level 4
This form is mandatory
Theory Assessment No: _______________________________________________ Learner name: Kerri McCann____________________________________
Enrolment number: ____________________________
Date issued: 17/09/2012___________________________________
Date submitted: 12/11/2012____________________________________
I confirm that the evidence for this unit is authentic and a true representation of my own work.
Learner signature: _________________________
Date:
Feedback:
Continue on a separate sheet if necessary, see overleaf
Tutor/Assessor/Marker and IQA’s signatures (IQA if sampled) must appear on the following page.
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Feedback:
(Continued from previous page)
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Marker/Tutor/Assessor name: _____________________Grade______ Date __________
Resubmission date
(if referred): ____________________Grade ______ Date __________
IQA’s name (if sampled) _________________________
Unit 009 Understanding Inclusive Learning and Teaching in Lifelong Learning
Key Factors Influencing Inclusive Teaching and Learning
The focus of this assignment is the key factors that influence inclusive teaching and learning and how it is incorporated into my specialist subject area.
As individuals we all learn differently, this has been influenced by past educational experiences, study techniques and personal approaches to how we undertake tasks. This can be defined as ‘particular ways of gathering, processing and storing information and experiences’ (Cuthbert, 2005).
As all students have a particular style of learning, this knowledge as a teacher enables the inclusion of a variety of tasks within their teaching style. Fleming (2005) stated that people can be grouped into four styles of learning: (Gravells, 2012), Visual, Aural, Read / Write and Kinaesthetic (VARK), with Honey and Mumford (1992) suggesting that learners are a
PTLLS Level 4
This form is mandatory
Theory Assessment No: _______________________________________________ Learner name: Kerri McCann____________________________________
Enrolment number: ____________________________
Date issued: 17/09/2012___________________________________
Date submitted: 12/11/2012____________________________________
I confirm that the evidence for this unit is authentic and a true representation of my own work.
Learner signature: _________________________
Date:
Feedback:
Continue on a separate sheet if necessary, see overleaf
Tutor/Assessor/Marker and IQA’s signatures (IQA if sampled) must appear on the following page.
|
Feedback:
(Continued from previous page)
|
Marker/Tutor/Assessor name: _____________________Grade______ Date __________
Resubmission date
(if referred): ____________________Grade ______ Date __________
IQA’s name (if sampled) _________________________
Unit 009 Understanding Inclusive Learning and Teaching in Lifelong Learning
Key Factors Influencing Inclusive Teaching and Learning
The focus of this assignment is the key factors that influence inclusive teaching and learning and how it is incorporated into my specialist subject area.
As individuals we all learn differently, this has been influenced by past educational experiences, study techniques and personal approaches to how we undertake tasks. This can be defined as ‘particular ways of gathering, processing and storing information and experiences’ (Cuthbert, 2005).
As all students have a particular style of learning, this knowledge as a teacher enables the inclusion of a variety of tasks within their teaching style. Fleming (2005) stated that people can be grouped into four styles of learning: (Gravells, 2012), Visual, Aural, Read / Write and Kinaesthetic (VARK), with Honey and Mumford (1992) suggesting that learners are a
References: used Biggs.J, 2003 Booth, T. A. B.-H. V. M. &. S., 2000. Index for Inclusion: Developing Learning and Participation in Schools. Bristol: CSIE. Coffield, F. (. 4., 2008. excellencegateway.org.uk. [Online] Available at: http://tlp.excellencegateway.org.uk/ecpd/ecpd_modules/downloads/coffield_if_only.pdf Cuthbert, P., 2005. The Student Learning Process: learning styles of learning approaches?. Teaching in Higher Education, 10(2), pp. 235-249. Gagne, R., 1985. The Conditions of Learning. 4th ed. New York: Holt, Rinehart and Winston. Glasser, W., 1985. Control Theory in the Classroom. New York: Perrennial Library. Goldstein, G. S. &. B. V. A., 2006. s.l.: s.n. Gravells, A., 2010. Passing PTLLS Assignments. 2nd ed. Exeter: Learning Matters Ltd. Gravells, A., 2012. Preparing to Teach in the Lifelong Learning Sector. 5th, pages 31-32 ed. London: SAGE publications. Hockings, c., 2009. Reaching the students that student centred learning cannot reach. British Educational Journal, 35(1), p. 83=98. Hockings, c. S. a. B. M., 2007. Academic engagement within a widening participation context - a 3d analysis. Teaching in higher education, 12(5), pp. 721-734. Honey, P. a. M. A., 1992. The Manual of Learning Styles. 3rd ed. Maidenhead: Peter Honey Associates. Hounsell, 2004. s.l.:s.n. Leach, D., 2007. Students with autism spectrum disorders in inclusive settings. Intervention in school and clinic, Volume 45. Ramsden, p., 2003. Learning to Teach in Higher Education. London: Routledge Falmer. Schpilberg, B. &. H. B., 2003. Face to Face and Computer Mediated Tutoring. A Comparative Exploration on high school students ' Math Achievement, Chicago: American Educational research Association.