a) Outline the key features of inclusive teaching and learning Inclusive learning is about ensuring all your learners have the opportunity to be involved and included in the learning process. It’s also about treating all learners equally and fairly, without directly or indirectly excluding anyone. Inclusion is about attitudes as well as behaviour, as learners can be affected by the words or actions of others. You are not teaching you’re subject to a group of learners who are all the same, but to a group of individuals with different experiences, abilities and needs which should be recognised and respected. Agreeing individual learning plans (ILPs) and/or action plans can help formalise this. Source: Gravells, 2013.
Key Features of inclusive teaching and learning |
The removal of physical barriers that prevent access |
Adapting teaching practices and/or resources to meet specific individual needs (e.g. sight or hearing impairment, language requirements etc.) | Adapting teaching and learning strategies to differentiate and meet individual needs | Flexible timetabling and programme structure, e.g. tutorials, start and finish times, etc. | Ensuring that additional or basic skills support is agreed and monitored | Making learning accessible from outside the classroom, e.g. use of VLE, LRC, etc. |
b) Explain why it is important to create opportunities I you teaching/training to support and develop the core essential skills (i.e. literacy, numeracy and ICT) and related skills, such as working with others and employability skills. We use key skills in everyday living e.g. reading a menu, telling the time and checking if our wages are correct. This doesn’t mean that all staff within MHC are confident or don’t need extra support with their key skills. We use key skills; literacy, numeracy and ICT within MHC on daily basis with the paperwork we have to produce e.g. – Literacy | Numeracy | ICT |
Daily notes | Activity money returns |…
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L3 Education and Training. Independent Learning Task . the Big Debte Independent Learning Task
The Big Debate Video
In 1978 Mary Warnock produced a report on inclusion of special needs in education Within it,
• Denounced Segregation
• Coined the term S.E.N.
• Introduced a Statement of Needs
As of 2013 there were approximately 1.5 million SEN’s in the UK. The question I feel needs answering is. Was this report only designed as a safeguard? The debate showed that certain people did not flourish in a main stream environment. So was the way the report implemented to diverse. Was it to open to interpretation? The debate asked more questions than it gave answers, Could better schools be created? Has the requirement for resources, facilities, training and costing been fully thought through? Which children within SEN are the most difficult to support? At what key stages does it become the most challenging? The program also showed that different areas of the country had different views on how much they were willing to put into the problem.
The people within the debate had a wide range of views as to how SEN should, could and would be best served. I also felt that the Statement of Needs may not be fit for purpose. Legality would seem to bog down to many statement applications. The process itself takes far too long, even if it goes smoothly. And the costs involved in going through the statement process are tantamount to daylight robbery. My research would seem to suggest that, one in four statements go to appeal. This is madness. The cost of these appeals are enormious. Many parents/ guardians give up, due to the costs of legal professionals, I think the whole process is floored. We have to live in the real world, on this subject. Yes it benefits the majority of SEN subjects, to be included in mainstream education. We could all do better to be more inclusive. But we have to be realistic; there is not an unlimited amount of resources, facilities and money available for this issue. Look at those who do the best job in…
Understanding Roles and Responsibilities in Education and Training. B
Even the best teachers can be apprehensive and nervous prior to the first day of teaching a group of new learners; this can be a frightening prospect for both teachers and learners alike. It is the teacher’s responsibility to ensure that the learner is put at ease as soon as possible when entering an alien environment. It is essential that a set of ground rules are put in place and explained why they are there. The purpose of using ground rules is to establish a shared understanding amongst a group, that everyone has the right to an opinion and a right to feel valued and respected. Ground rules establish acceptable boundaries, agreements and structures, which may guide a group to achieve its potential and promote mutual opportunities for everyone to reach their individual goals and aspirations. This should be done on the first meeting, so that all are aware of there responsibilities and the way they should be behaving whilst in the new environment.
Some rules will be requirements for legal and safety reasons others will be there for the good and benefit of all participants. This could mean things like no swearing, arriving on time, let the teacher know if you intend to be late. One important ground rule is that no one should interrupt when one person is speaking; thereby reinforcing the notion that all individual views are important, valid and listened to.
It is important to recognise that there will be diverse personality types within groups ranging from outspoken to shy individuals. Ground rules may help to prevent over domination by more confident, vocal members and enable better participation by the quieter characters of the group. As the class is possibly made up of students from various backgrounds and cultures jargon or colloquial language may not be appropriate or may need to be explained.
It is not only students that need to abide by these ground rules, teachers also need to abide by them. Talk through all the rules and… JOIN NOW F
Assessing Learners in Education and Training. B
Portfolio of teaching evidence
Assessment types used
– Diagnostic assessment
o Guroo assessment: this assessment is used to assess the learner’s needs over the whole subject area. o EDI checker: this assessment is used to assess the learner’s needs over the whole subject area.
– Formative assessment: this is characterised as assessment for learning. o Formal letter: this example assessment is used to assess the learner’s needs over the subject area; I often use peer and self-assessment. o Informal email: this example assessment is used to assess the learner’s needs over the subject area; I often use peer and self-assessment. o Maths questions: this example assessment is used to assess the learner’s needs over the subject area; I often use peer and self-assessment. o Mock test: this example assessment is used to assess the learner’s needs over the subject area.
– Summative assessment: this is characterised as assessment of learning. o EDI Exam: this is an external assessment used to give a grade to the learner; this assessment type assesses the whole of the subject area.
All learners are given verbal and in most cases written feedback on all their assessments as soon as possible after the event, the learner is also given the chance to put his point of view across during the feedback process. Unfortunately the final exam is the assessment that takes time to get the results. I have always discussed how the learner thinks they have done on their exam; this has given me a very rough indication on how they have assessed their learning.
Other assessment types used but not evidenced
– Formative assessment
o Walking around the class looking and commenting on their progress. o Q&A
JOIN Describe What Your Role, Responsibilities and Boundaries Would Be as a Teacher in Terms of the Teaching/Training Cycle. Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle.
Roles, responsibilities and boundaries as a teacher on lifelong learning are going to cover any class and teaching position I may come across. What will be important is that one is consistent from the conception of the teaching plan, its design and delivery, through to assessment and evaluation. Endeavouring to do these thoroughly will ensure that students receive clear, concise instruction which is enjoyable and assimilated.
Teachers must aware of the needs of the employer to ensure content delivery. For the student, considering their needs, learning styles, educational experience and motivation to learn. Teachers must develop and deliver a lesson that will engage the students helping them to grasp what needs to be learned, enjoying the experience and environment. During training it’s important to evaluate the quality of the delivery, its substance and the way that it impacts on those attending. Is it delivered effectively so that it is grasped? Does it stimulate learning? If the lesson is faltering it’s imperative that there is flexibility enough to adapt the teaching to needs so that students gain from the best approach. On completion it is important to assess that what was intended to be taught is assessed. This information and that which the trainer gathers during sessions is an invaluable resource to be used to better prepare for future training. .
The teacher is responsible for creating a program that caters for the needs of each student attending in the circumstances they are in regarding educational experience, motivation and learning styles and one must plan the instruction around these circumstances ensuring that length, content and resources are ascertained. Presenting the session the teacher is again responsible to see that it is grasped by everyone adapting where necessary to ensure that learners are properly taught and have.