Inclusive Teaching and Learning Approaches.
- Submitted by: joeP
- Views: 136
- Category: Other
- Date Submitted: 12/11/2015 09:16 AM
- Pages: 12
- Report this Essay
Chloe Lambert Inclusive Teaching and Learning Approaches Task 1a
Introduction:
Definition of inclusive learning:
Inclusive teaching is not something separate or different its just part of your teaching delivery (Malcolm Knowels). Inclusive learning comes from the teacher, ensuring, as a teacher you create opportunities for learning to take place.
Part of being an inclusive teacher you must abide by certain legislations such as the equality act 2010, health and safety act 1974, data protection act 1998, the freedom of information act 2000. There are certain regulations and codes of conducts you must adhere to, these are dependent on the organisation you are teaching for and the venue where the teaching is taking place.
There are many features that contribute to an inclusive learning environment all equally important to creating inclusive learning opportunities. I have selected three features to discuss, the first being the setting of ground rules and why this is so important in regards to establishing inclusive learning. “Ground rules are boundaries and rules to help create suitable conditions within which learners (and yourself) can safely work and learn” (Gravells, 2014, pg100). Establishing ground rules with any age group is essential to making the learner feel included and to take ownership of their learning, to set appropriate behaviour, and to prevent disruption to the session. Ground rules should be discussed with the learners rather than be decided and forced on them. There are several ways in which to establish ground rules, as the ground rules tend to be set during the first session it is important to cater for all four preferred learning styles as stated by Honey and Mumford (Theorist, reflector, pragmatist and activist). You could work as a group to think of and list ideas for ground rules on a central flipchart discuss where needed on negotiable ground rules. Another way could potentially be to set an activity...
Introduction:
Definition of inclusive learning:
Inclusive teaching is not something separate or different its just part of your teaching delivery (Malcolm Knowels). Inclusive learning comes from the teacher, ensuring, as a teacher you create opportunities for learning to take place.
Part of being an inclusive teacher you must abide by certain legislations such as the equality act 2010, health and safety act 1974, data protection act 1998, the freedom of information act 2000. There are certain regulations and codes of conducts you must adhere to, these are dependent on the organisation you are teaching for and the venue where the teaching is taking place.
There are many features that contribute to an inclusive learning environment all equally important to creating inclusive learning opportunities. I have selected three features to discuss, the first being the setting of ground rules and why this is so important in regards to establishing inclusive learning. “Ground rules are boundaries and rules to help create suitable conditions within which learners (and yourself) can safely work and learn” (Gravells, 2014, pg100). Establishing ground rules with any age group is essential to making the learner feel included and to take ownership of their learning, to set appropriate behaviour, and to prevent disruption to the session. Ground rules should be discussed with the learners rather than be decided and forced on them. There are several ways in which to establish ground rules, as the ground rules tend to be set during the first session it is important to cater for all four preferred learning styles as stated by Honey and Mumford (Theorist, reflector, pragmatist and activist). You could work as a group to think of and list ideas for ground rules on a central flipchart discuss where needed on negotiable ground rules. Another way could potentially be to set an activity...