Evaluate aspects of inclusive learning
Evaluate aspects of inclusive learning
Inclusive learning is a well known concept required in order to meet the needs of all learners, in particular the need for belonging as defined by Maslow (Cited by Gravells, 2012, Pg. 42). It has been given many definitions but can be broken down to mean teaching approaches that include the following factors as demonstrated by the writing of Gravells (2012).
Involves all students
Treats all students fairly
Considers all students to be equal
With out the direct or indirect exclusion of any leaner
As already discussed in point 1.2 the learning needs of students can differ in their preferred learning styles and by using a blended learning approach it is possible to provide learning experiences that meet the learning needs of all members of group. However when considering inclusive learning and the need for belonging their are additional measures a teacher can take.
In planning lessons it is important not only to consider what is being taught and how but also where. In order to facilitate the feeling of an inclusive group a teacher may take into account the physical learning environment and if possible alter it to support inclusivity. Where appropriate this may be as simple as moving the desks from theatre style to cabaret or horse shoe style (Gavells 2012) to encourage group communication and ensure all students can view or access their teacher equally.
This is a action supported by Bandura’s Social Cognitive Theory (1977 - 1986, Cited http://www.education.com/reference/article/social-cognitive-theory/). This theory states that learning occurs in a social context as much of what is learned is done so through observation of others. By arranging seating in such a way as to create clear sight lines and simple social communication a teacher will allow students to form this social bond to facilitate learning.
In addition to inclusivity through the planning and delivery of lessons a teacher must also be
Inclusive learning is a well known concept required in order to meet the needs of all learners, in particular the need for belonging as defined by Maslow (Cited by Gravells, 2012, Pg. 42). It has been given many definitions but can be broken down to mean teaching approaches that include the following factors as demonstrated by the writing of Gravells (2012).
Involves all students
Treats all students fairly
Considers all students to be equal
With out the direct or indirect exclusion of any leaner
As already discussed in point 1.2 the learning needs of students can differ in their preferred learning styles and by using a blended learning approach it is possible to provide learning experiences that meet the learning needs of all members of group. However when considering inclusive learning and the need for belonging their are additional measures a teacher can take.
In planning lessons it is important not only to consider what is being taught and how but also where. In order to facilitate the feeling of an inclusive group a teacher may take into account the physical learning environment and if possible alter it to support inclusivity. Where appropriate this may be as simple as moving the desks from theatre style to cabaret or horse shoe style (Gavells 2012) to encourage group communication and ensure all students can view or access their teacher equally.
This is a action supported by Bandura’s Social Cognitive Theory (1977 - 1986, Cited http://www.education.com/reference/article/social-cognitive-theory/). This theory states that learning occurs in a social context as much of what is learned is done so through observation of others. By arranging seating in such a way as to create clear sight lines and simple social communication a teacher will allow students to form this social bond to facilitate learning.
In addition to inclusivity through the planning and delivery of lessons a teacher must also be
References: Gravells, S., 2012, Preparing to Teach in the Lifelong Learning Sector, 5th Edition, London, Learning Matter Wallace, S., 2002, Managing Behaviour in the Lifelong Learning Sector, 2nd Edition, Exeter, Learning Matters. Gravells, S., 2012, Passing PTTLS Assessments, 2nd Edition, London, Learning Matters. Wallace, S., 2007, Teaching Tutoring and Training in the Lifelong Learning Sector, 3rd Edition, Exeter, learning Matters