Ptlls Unit 002 Essay Example

Pages: 4 (1239 words) Published: February 20, 2013
City and Guilds 6302 Award in Preparing to Teach in the Lifelong Learning Sector Unit 002 Understand Inclusive Learning and Teaching in Lifelong Learning Assessment Task 2
Allan Birch

Longman Dictionary defines Understand as fact/idea “to know or realize how a fact, process, situation etc. works, especially through learning or experience”. 1.1 Summarise learning and teaching strategies used in own specialism To ensure all students gain the most from the learning taking place, consideration must be based on the particular learning style for each individual. This is done on the initial assessment to determine the various styles of learning. Fleming (2011) stated that people can be grouped into four styles of learning: visual, aural, read/write and kinaesthetic (VARK). -------------------------------------------------

Click on the words below to find an explanation of the various learning styles: Visual strategies for learning (V)
Aural strategies for learning (A)
Read/write strategies for learning (R)
Kinaesthetic strategies for learning (K)
Not all students fall into one style they may be multi-modal, i.e. a mixture of two or more styles. Differentiation is about using a range of different approaches and resources to meet the needs of individuals and groups. This will include students from diverse backgrounds, characteristics and different needs. It is very rare that students are all at the same level of ability and have the same needs. Taking into account those who have been out of formal education or new to the country should not be exempt and there is no reason individualise, just take into account individual needs. Various needs can be encompassed such as one to one, paired work, group work etc. Tummons, 2010, page 93 “Differentiation can be defined as an approach to teaching and learning that both recognises the individuality of learners and also informs ways of planning for learning and teaching that take these individualities into...
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