In inclusive learning we need to consider the diversity of a student body and make efforts not to exclude anyone be it intended or unintended. “Some students could feel excluded during your session if their particular needs are not met,” Gravells (2012:56). Inclusive learning is simply “involving all students, treating them equally and fairly,” Gravells (2012:56).
The field of self-defence includes physical, philosophical and physiological elements which allows for a large range of learning and teaching strategies. A new course would begin with the filling out of an enrolment form and discussions which give participants an initial platform to put across any concerns or specific needs, the initial discussion can also be used as an icebreaker that everyone is involved with. A great deal of self-defence training will be scenario based giving the students the freedom to work and discuss their own scenarios and also those from other student’s viewpoints. When the discussions and enrolment forms are completed I would be able to better tailor the learning and teaching strategies some of which are:
• The participants will be shown a technique/drill with explanation which can include a handout. This method is directed by the instructor to allow the students to see and come to some understanding of what is expected and some of problems they may face. (Presentations - the didactic approach/ the psychomotor domain). • They will then move on to practice the technique so that there can be a greater understanding of how it feels to do, rather than see or be told (Participative/interaction/ the psychomotor domain). The student can be individually assessed and alterations can be suggested, finally an open discussion and general assessment of that which has been learnt will allow the students to put forward any queries or suggestions. • Group work will be introduced in which the group can discuss various self-defence scenarios, role playing or work in a team when analysing case studies, before presenting their findings (Discovery/search/ the affective domain/ the cognitive domain).
The range of learning strategies used in a typical self-defence lesson allows for a more effective lesson and more motivated students, “studies have shown that over a period of three days, learning retention is as follows. • 10% of what you read
• 20% of what you hear
• 30% of what you see
• 50% of what you see and hear
• 70% of what you say
• 90% of what you say and do.
(Pike 1989) If your students can incorporate reading, hearing, seeing, saying and doing during your session, their learning retention should increase.”Gravells (2012:30) Because the fields of read, hear, see, say and do are covered in the self-defence class the opportunity for a learner to participate fully are increased. Flemings VARK: Visual, Aural, Read/Write, Kinaesthetic Gravells (2012:31) also looks at the differing learning styles which are used within the lessons to support learners. From a self defence perspective: demonstrating and explaining a technique (Visual/Aural) with the added handout (Read/write) followed by practice and discussion (kinaesthetic) follows Fleming’s principles of the four learning styles.
Aspects of inclusive learning include:
• Entitlement: everyone is entitled to fair treatment and the chance to learn. There can be no bias towards an individual or group because of who they are their background, lifestyle, or situation. There must be an understanding that even getting to a course for some can be problematic whether it be financial, childcare, access or any number of reasons, there are many ways to help a student access the learning they require, whether it be via private organisations, charities or government funding. • Equality: “can be described as everyone is different, but having equal rights.” Gravel (2012:54) Although students will have their individuality they should be treated equally...
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