Using Inclusive Learning and Teaching
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- Date Submitted: 11/24/2013 04:19 AM
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Using Inclusive Learning and Teaching Approaches in Lifelong Learning
1.1 Justification of the selection of approaches to meet the needs of learners and demonstration of inclusive learning and teaching approaches to engage and motivate learners
During the session of delivering healthy eating, firstly I handed out the initial assessment forms to assess learners’ knowledge in this topic. From these forms collected from students, I could get a picture of their understandings about it. It is helpful for me to plan and organize the teaching contents according to their feedback. That is which part I should explain more if they knew little, or which part I could mention little if they already knew about it. Then I listed out teaching aims and objectives before delivering teaching contents, which could make it clear to learners that what they were expected to get from this session.
To make the teaching content regarding balance diet more interesting and understandable, some cards written with food names were handed out to learners who were divided into groups, these cards were required to be categorized into three groups, namely Starchy food, Fruits &Vegetable , and others. The answers can be got by group discussions. Meanwhile, I observed learners’ discussion, and instructed some groups who might be unclear with this activity. This teaching content outcome was achieved by learners’ team work and my PowerPoint which at the end outlined the recommendation of healthy balance diet from NHS and Food Standard Agency.
During the course of teaching “5 a day”, some fruits & vegetable consumed in a typical day were listed, which required learners to calculate the amount of these portions in total. By having done this activity, the numerical skill could be practiced by learners. So did literacy skill, which could be done by writing a report for listing the benefits of “5 a day”. These kinds of functional skills were practiced by learners during teaching activities....
1.1 Justification of the selection of approaches to meet the needs of learners and demonstration of inclusive learning and teaching approaches to engage and motivate learners
During the session of delivering healthy eating, firstly I handed out the initial assessment forms to assess learners’ knowledge in this topic. From these forms collected from students, I could get a picture of their understandings about it. It is helpful for me to plan and organize the teaching contents according to their feedback. That is which part I should explain more if they knew little, or which part I could mention little if they already knew about it. Then I listed out teaching aims and objectives before delivering teaching contents, which could make it clear to learners that what they were expected to get from this session.
To make the teaching content regarding balance diet more interesting and understandable, some cards written with food names were handed out to learners who were divided into groups, these cards were required to be categorized into three groups, namely Starchy food, Fruits &Vegetable , and others. The answers can be got by group discussions. Meanwhile, I observed learners’ discussion, and instructed some groups who might be unclear with this activity. This teaching content outcome was achieved by learners’ team work and my PowerPoint which at the end outlined the recommendation of healthy balance diet from NHS and Food Standard Agency.
During the course of teaching “5 a day”, some fruits & vegetable consumed in a typical day were listed, which required learners to calculate the amount of these portions in total. By having done this activity, the numerical skill could be practiced by learners. So did literacy skill, which could be done by writing a report for listing the benefits of “5 a day”. These kinds of functional skills were practiced by learners during teaching activities....