Unit 506

Topics: Education, Educational psychology, Psychology Pages: 7 (1508 words) Published: January 25, 2015
Danyelle Farrell 
Unit 506 
Curriculum development for inclusive practice 
 
LO2 
LO3 
LO4 
 
When looking at the curriculum you teach and how it is best to be taught, we must consider the principles of learning and by doing that you have to ask an important question, "why you learn"?  During secondary school level and below, learning is compulsory.  This is to equip the student with all the basic skills that they will need to use throughout their life.  After sixteen, learning becomes optional.  Those that choose to continue can select a pathway that will equip them for certain career routes or purely from a personal interest point of view.  These two levels are very different, and must be approached by those delivering the learning with awareness of the altered factors. Hence why all curriculums need to different to meet the requirements of learners.    

Pedagogy is when you are teaching learners that fit into the ‘child to adult’ spectrum of development.  This covers secondary school and some further education levels.  When delivering the learning you need to be aware that they are not self motivated like mature learners, so you have to approach the teaching differently.  They must be shown the benefits of what they are studying to understand where it fits into the grand scheme of their education, where this subject is leading.  If they are shown progression and a point to the learning, it will aid in their motivation.  You need to constantly change the learning styles.  This is true of all teaching, but more so with the pedagogy principle.  Young learners need to be interested in the topic or the format of learning it.  As they are at a stage in their education where it is compulsory, not every learner it the classroom wants to be there.  This makes them harder to engage and keep engaged.  Constant changing of learning styles will aid this.   

Andragogy is the second principle of learning.  This deals with mature learners.  This has the same issues as the pedagogy principle, just cased in a different format.  Most andragogy learners are there because they want to increase their knowledge in a topic they find interesting, because they have chosen it.  However, like secondary school, some learners are there because they have to be.  Many occupations come with contractual obligations to pass a certain qualification.  Not all those mature learners enjoy this aspect, so the teacher is faced with the same problem of motivation.  Teaching mature learners also has barriers to learning.  In the last ten years the face of education has changed dramatically with the introduction on a large scale of IT usage.  Some mature learners who have been out of the educational cycle for some time may find this intimidating.  They may be used to certain methods of learning which are now defunct.  These barriers have to be approached and overcome.  As my subject specialist area requires a massive amount of work to be done I have just adjust my teaching style and approach as not to isolate any learners. I use Maslow's theory heavily for this and scaffold learning by delivering Photoshop at the most basic level. As not disengage the more competent learners I ensure there are an array of strength and challenge extension tasks embedded with the lesson and throughout the curriculum.    

When considering your curriculum and how best to deliver it, I use a broad range of principles. These range from.      
Behaviourist – 
 
The behaviourist approach can be summed up by the term ‘what you see’.  This theory believes effective teaching occurs when the learner practices the task until they learn the process of doing it.  It base is that by reinforcing a response to learning over and over again, the learner stores the information.  Pavlov experimented with conditioned learning with his salivating dogs study.  This has however been criticised due to the usage of animals as test subjects instead of humans.  However, his experiment had some...


References: Armitage, A, et. al., (2003). Teaching and Training in Post-Compulsory Education, Norfolk, Open University Press 
 
Curzon, L B, (2000), Teaching in Further Education, Fifth Edition, London, Continuum 
 
Marland, Michael (1993), The Craft Of The Classroom, London, Penguin Arkana 
 
Petty, Geoffrey, (1998), Teaching Today, Second Edition, Cheltenham, Stanley Thornes 
 
Reece, Ian & Walker, Stephen, (2003), Teaching, Training and Learning, Oxford, Alden Group Limited 
 
Carver, Frank, (2003), Frank Carver 's Study and Teaching Resources 
http://education-pages.co.uk/study/CG7407/, 19th December 2004 
 
Hillier, Yvonne, (2002), Reflective Teaching in Further and Adult Education, London, Continuum 
 
Rogers, Jenny, (2001), Adults Learning, Suffolk, Open University Press
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