Inclusive learning and teaching The tutors are to facilitate inclusive learning and teaching. To effectively deliver and promote inclusion‚ equality and diversity within a learning environment without any discrimination in respect to gender‚ colour‚ race‚ nationality‚ sexual orientation‚ or disability. All learners’ are entitled to learn in an appropriate environment‚ to be given equal opportunity‚ freedom of expression‚ to be treated fairly and with respect. For example for those for whom English
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them and their learning process. Some of these include: having responsibilities outside of school and learning how to maneuver online. Understanding a few of the main ideas behind andragogy‚ which is the study of how adults learn‚ gives educators an idea of how to proceed in building the online classroom. Andragogy was developed by Dr. Knowles and since then learning theories have developed from his ideas. These are: Experiential
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2001. http://www.leeds.ac.uk/educol/documents/00001862.htm 2. Emerson E (1995) Challenging Behaviour: Analysis and Intervention in People with Severe Intellectual Disabilities Cambridge University Press. Cambridge. ISBN 052140665X. 3. Freire P. Pedagogy of the oppressed. New York: The Seabury Press‚ 1968. 4. Hayden P. The learner ’s pocketbook. Management Pocketbooks‚ 1998. 5. Henry S. Roane‚ Joel E. Ringdahl‚ Timothy R. Vollmer‚ Ernest L. Whitmarsh and Bethany A. Marcus (2007). A Preliminary
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Gender equality is the removal of deep-seated barriers to equality of opportunity and outcome‚ such as discriminatory laws‚ customs‚ practices and institutional processes. It also entails concern with the development of the freedoms of all individuals‚ irrespective of gender; to choose outcomes they have reason to value. It is integral to ideas of educational quality‚ as an education system would lack key dimensions of quality if it was discriminatory or did not develop capabilities in children to
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PTLLS TS1301 Assessment 1 – The Roles and Responsibilities of the Teacher 02/10/13 A teacher’s role and their responsibilities towards their students and colleagues has become much more diverse. There are Professional Codes of Conduct (App1)‚ National Standards (App 2) and the Institutional Codes of Practice where a teacher is based. The teacher is expected to have knowledge of all these and be able to apply them in the learning environment along with the list in table 1. Table 1 – The Role
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Schools. Rationale Introduction In this assignment I aim to critically compare two pedagogies; Teacher-Centred Learning (TCL) and a problem solving approach‚ used to teach learners with ADHD (Attention Deficit Hyperactivity Disorder) in mainstream schools. I will use the example of Problem-based Learning (known as PBL) for a problem solving approach. My interest in a comparative study of these two pedagogies derives from my experience as a teaching assistant in a U.K. mainstream school‚ where
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Unit 4: Theories and principles for planning and enabling learning In modern day teaching‚ the onus is shifting further and further away from teacher dictated methods of educational delivery‚ to methods that ensure the learner is placed at the heart of teaching‚ and every individual within the classroom is considered and catered for. Advances in technology available to teachers has contributed to a broadening of teaching styles‚ but this has mainly come about through the need to differentiate
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HAIDER‚ E (2007) Coaching and mentoring nursing students. Nursing Management‚ 14(8)‚ pp.32-35. HONEY P‚ MUMFORD A (1989) The Manual of Learning Styles KIGER A (2004) Teaching for Health. 3rd ed.‚ London: Churchill Livingstone. KNOWLES M (1984) Andragogy in action. San Francisco: Jossey Bass. Cited in HINCHLIFF S (2006) The Practitioner as Teacher. 3rd ed.‚ London: Churchill Livingstone. MASLOW A H (1987) Motivation and personality MORTON-COPPER A‚ PALMER A (2000) Mentoring‚ Preceptorship and Clinical
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| 2012 | | Blackpool and the Fylde College Leigharna McKenzie | [an examination of the roles and responsibilities and boundaries of a contemporary subject specialist teacher.] | Within this essay the author discusses the roles and responsibilities of a teacher within the context of the teaching cycle and makes reference to legislation and codes of conduct‚ internal and external points of referral and record keeping. | As a contemporary teacher in Academic Studies
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(1996) ʻDiscourse‚ pedagogy ad the national curriculum: change and continuity in primary schoolsʼ‚ Research Papers in Education‚ 11(1)‚ 81120. Alexander‚ R.J. (2008) Essays on Pedagogy‚ Routledge‚ chapters 5 and 6‚ pp 92-153‚ and appendix‚ pp 184-191. Alexander‚ R.J. (2009) ʻDe lʼusage de parole en classe: une comparaison internationaleʼ‚ Revue Internationale dʼÉducation‚ 50‚ pp 35-48. Alexander‚ R.J. (2008) Education for All‚ the Quality Imperative and the Problem of Pedagogy (CREATE Research Monograph
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