Ptlls 009

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Unit 009 Understanding inclusive learning and teaching in lifelong learning I tend to use a variety of different teaching strategies. Reece and Walker (2006:101) state that “the choice of teaching strategy is often related to your own individual style and what makes you feel most comfortable in doing. However, there are some overall rules that you may like to consider. The first is the type of objective that you want your students to achieve. The second is the number of students you have to teach”. When considering this aspect, what I want my students to learn is not to pre-judge and make assumptions based on limited knowledge of other people. Often I limit the numbers of students undertaking the learning to a minimum of 15 to a maximum of 30. The sessions are targeted to ages 11-18 so are very young people focussed. The learners are encouraged to engage and participate in the activities. Learners are first shown a DVD which displays skewed views towards equality and diversity. The learners are then asked to participate in an icebreaker and then a Q&A session and discussion where the group is given an ambiguous statement. The group is then asked to move to areas of the room to see if they agree/disagree with the statement.. The group is then encouraged to detail the reasons why they have come to their conclusions. There is more than one type of learning. A committee of colleges, led by Benjamin Bloom identified three domains of educational activities: * Cognitive: mental skills (Knowledge)

* Affective: growth in feelings or emotional areas (Attitude) * Psychomotor: manual or physical skills (Skills)
If we use the above to consider my session we have:
DVD – High cognitive, low affective and low psychomotor
Icebreaker – Low affective
Q&A – Very high cognitive
Discussion – High cognitive, high affective
What I have to consider when dealing with a group of younger learners is that it is important that these learners have strategies in place to keep them engaged. No single activity lasts longer than 20 minutes. What is also important is that the icebreaker is interactive and physical and encourages group work even if the group is already familiar with one another. Malcolm Knowles and others theorised that methods used to teach children are often not the most effective means of teaching adults. In The Modern Practice of Adult Education (1970), Knowles defined andragogy as "an emerging technology for adult learning." His four andragogical assumptions are that adults: 1) move from dependency to self-directedness;

2) draw upon their reservoir of experience for learning;
3) are ready to learn when they assume new roles; and
4) want to solve problems and apply new knowledge immediately. Initially defined as, "the art and science of helping adults learn," andragogy has come to be understood as an alternative to pedagogy; a learner-focused approach for people of all ages. Even though our learners are not generally of adult age we can say that our approach to our workshop delivery and the learning undertaken by the students is certainly andragogical. As the learner is not dependent upon the teacher for all learning and learners are encouraged to share their (albeit limited) knowledge and experiences. I find that allowing the learners to agree or disagree with statements can help them form a group; the discussion aspect of the session allows the learners to maintain their individuality when expressing their views. ‘Groups can often go off in the wrong direction, and they can be hijacked by a determined individual. Some group members may become passengers, letting others take the lead’ (Petty 2008). The University of Sheffield defines Inclusive Learning as

What it is:
* Creating and presenting opportunities for learning in such a way that they are accessible to all students * Making what we teach and the way we teach it much more flexible * Taking into consideration different learning styles...
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