Understanding Inclusive Teaching and Learning

Topics: Learning styles, Learning, Education Pages: 12 (4805 words) Published: April 30, 2013
1.1 Analyse learning and teaching strategies used in own specialism In my speciality I use many various strategies in regards to teaching and learning. In this point I will explain in detail methods I used when teaching the learners I work with but also strategies to assess their learning and my own. When looking at various strategies and approaches that are used I often place myself in the situation of facilitating learning in order to get a good picture. I firstly, like to ensure that the teaching will engage, stimulate and motivate and provide the necessary teaching content in order for them to learn. A strategy I often use to start the lesson is an ‘icebreaker’. This will help establish/reiterate ground rules for the lesson but also help engage the learners early on and get them on side for the teaching/learning to begin. Being assertive and concise with learners is important, so I will use direct names for attention and a slightly raised tone of voice when starting with an activity or icebreaker. Due to the nature of the young people at YAF I try to steer clear of exaggerating lesson objectives but merely show exactly what the lesson content is and what they need to do in order to meet their objectives. Bullet points, Q+A even que cards I have used to highlight to learners what will be taught and what they will have learned by the end. Using a variety of resources such as flipcharts, white board and laptop I will deliver the main content of the session very openly using strategies such as guided discovery to extract the answer from the learner rather than asking one direct question. During this time I will use a strategy I know as EDIP explain, demonstrate, imitate, which I will put into motion when the main content is being delivered. For example I will explain the task, let’s say create a collage of ‘what makes you happy’, demonstrate how I would like the learners to make it, show examples, my own version etc. I will then be their opportunity to have a go, with me offering, support, advice and interest throughout. This will help the learner take more ownership of their work and hopefully motivate them to put in maximum effort. As the lesson comes to a close I will start to think about key points that I can put into the re-cap. My aim of the re-cap session will be to identify what the learners have learned throughout the lesson, what they enjoyed and what they didn’t enjoy. A mind mapping activity at the end will help evidence the learning but also add clarity for learners, helping them identify what they have learned. When the lesson has finished I will take some time to do my own re-cap session, either for myself or the learner support staff that had assisted me. This will help my personal development by highlighting what I have done well and parts I could work on to improve.

1.2 Evaluate the effectiveness of approaches to learning and teaching in own specialist area in meeting the needs of learners In this point I will evaluate the strategies I use when teaching and learning and how they meet the needs of the learners that I work with. One particular strategy which I think works well is the re-cap session that is used at the end of every lesson that I deliver. I think this works well because it allows the learners to give feedback on what they have learned, highlighting there likes and dislikes during. Strategies such as; question and answer, guided discovery and mind mapping helps the learners express themselves in various ways. If a learner wish to speak about their experience then the question and answer strategy will appeal to them more, compared to learner that may not be as confident speaking, who may opt for the mind mapping option to show there learning. Having various strategies in place helps meet the needs of everyone involved, providing inclusivity and also aid’s in meeting my objectives, one of those being to assess the learning of the group. Re-cap sessions can sometimes be slightly...
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