Inclusive Teaching and Learning

Inclusive Teaching and Learning

Question 1.1

By definition inclusion in teaching and learning is kind of environment where every leaner has a chance and opportunity to participate (Arnold 2012, p.151). This is the most important feature of inclusive teaching and learning. Another feature is equality where all the individual in a group a treated equally and fairly without any discrimination based on factors such as gender, race and disability. Safe environment is the other feature of inclusive teaching and learning where members of the group are protected from any harm.

Question 1.2

To best  understand the strengths and weakness of teaching and learning approach, it is worth noting that people can be grouped using different learning styles such as visual, read and write and aural. In this perspective we are going to review group activities as teaching approach and independent research as learning approach. The major strength of group activities as teaching approach is that it allows students to share ideas. The limitation of this approach is that some people can hide in group and sometimes there is a clash of personality in groups. Independent research as a learning approach is relatively strong as it gives an individual the ability to self-educate (Florian and Linklater 2010, p.47). The limitation is that there is no limit and control for personal research as there is no secondary monitoring.

Question 1.3

It is important to provider learners with the opportunities to develop their skills in other major areas such as mathematics and ICT as it will enable them to develop essential functional skills that are important in their life. For instance, having skills in ICT increases the employability of an individual. Some personal skills such language help in improving essential life facets such as communication.

Question 2.1

It is relatively important to create an inclusive teaching and learning environment and this is based on the benefits that are associated with this approach. One of the benefit is that, one is able to connect and engage with learners in unprecedented way (Smith 2011, p.67). Secondly, it improves the attitude of the learners in classroom as they are given a chance to voice their thought and ideas.

Question 2.2

It is relatively important to select teaching and learning approaches, assessment method and resources as this ensures that all the learners are engaged in the learning process. Similarly, it enables for continued assessment of the learners and enables one to respond to the individual learning needs of the learners.

Question 2.3

There various ways which can be used to motivate and engage learners.   One of the method is that the room should be well laid out with good lighting and temperature as it is imperative for the learner to feel comfortable. The second method is the use of variety of teaching such as power pint presentation, use of video clips and open ended questions to ensure that all learners are incorporated in the learning process. Appraising the students is also a motivational method which is aimed and upholding constructive feedback of the students.

Question 2.4

To establish ground rules with the learners, the process should be ways where the major objective is to underpin appropriate behavior and respect of the learners in the group. Negotiable rules should be created between the teacher and the learner to endure that there is a mutual understanding between the two fronts. The rules should be clear and visible to every one and a chance to amend the rules should be provided.

Bibliography

Arnold, P.L., 2012. Inclusive Teaching and Learning. In Encyclopedia of the Sciences of   Learning (pp. 1519-1522). Springer US.

Florian, L. and Linklater, H., 2010. Preparing teachers for inclusive education: using inclusive       pedagogy to enhance teaching and learning for all. Cambridge Journal of Education,      40(4), pp.369-386.

Gravells, A., 2014. The Award in Education and Training. Learning Matters.

Smith, E., 2011. Teaching critical reflection. Teaching in Higher Education, 16(2), pp.211-223.