learning techniques

 learning techniques

I adopt various learning techniques that enable all students, including those with disabilities and pupils that encounter different challenges such as dyslexia, to feel included in my class. The approaches also allow them to achieve improved results with desirable grades and are also able to develop their learning capabilities. For instance, I have planned to assist the dyslexic children with “short” memory in my lesson plan in acquiring listening, writing, reading, and pronunciation skills, by providing examples with wild animals such as tigers and wolves, which will attract their attention. The dyslexic students will create imagery of the animals, which will enable them to understand and learn more vocabulary.

I also adopt a variety of games and activities that require the pupils to cooperate and perform together, which ensures that all students have interacted with others. Such situations enable every child to contribute to the topic or activity and feel appreciated by others in the class, thus allowing him to develop. I have included repetition in various learning materials such as charts and notes, which will enable the children to understand the concepts, which will thus assist in the attainment of desired results. Additionally, I will adopt sheets which will support the pupils to learn the pronunciation of words that they will encounter while reading and visual prompts for writing what they understand.

I attempt to create an inclusive class where I ask my pupils to suggest the various techniques that they would wish me to adopt in teaching them in the lesson, such as digital copies of notes and power-point. The suggestions would assist in avoiding stigmatization of any child in the learning space. I also print handouts and offer them to the students to prevent lengthy note writing. The method enables the pupils to remain engaged in the participation of classroom learning activities. I assist the students in refocusing when they participate in a variety of activities related to the concept that I am teaching by involving them in activities that do not relate to the classwork. Additionally, I adopt games for revising vocabulary, such as developing two teams in a class which they would interact while asking each other to answer the question or read the word on the board.

Students encounter various challenges in the school, such as relationships and ethos, approaches to teaching and learning, and the curricular arrangements, which may not be favorable. The factors are inappropriate for not including the assistance requirements for those children with disabilities. Therefore, I believe students may encounter challenges in achievement, learning, and participation in curricular activities in the school. For instance, the dyslexic pupils with specific reading and writing challenges may lack the appropriate assistance to assist them to progress in the educational attainment. I have developed a lesson plan that will include every child in my class without any discrimination.

The learning outcomes of the children in school do not require the individual differences as more researchers illustrate that they depend on their implicit learning mechanism. Students have varying preferences more than just auditory, kinaesthetic, and visual. For instance, some would prefer operating in a group. At the same time, others individually, some may wish to explore first, and some may be digital and may wish to adopt different computer advanced technologies. Therefore, I will select a variety of learning styles that are essential and ensure that activities include more methods that enhance the inclusion of more learners in the class. The differentiation technique is thus a critical approach that will act as a suitable teaching methodology in my pedagogy.

Reflection

The lesson I delivered for the children in primary school was English, where the school had a set program of timetable that all teachers adhered to as a curriculum of the institution. My interaction with the pupils illustrated inadequate knowledge and understanding of the subject, and I could perceive their potential to learn and attain desirable grades. The administration had designed the lesson with the aim of students to develop group interaction skills. I aimed at creating a lesson plan that would have a basis on the concepts and topics that I thought the students were familiar with, and they could relate in their minds while learning. However, I encountered challenges in determining the development level of the students’ population in my class.

I was able to form a detailed understanding of a pupil’s knowledge when I interacted face-to-face and through discussion and observation, which I adopted as a basis for more development. I identified that the learners develop when the designed learning process is such that it allows interaction with other students. I considered pedagogical strategies that would mitigate my perceived issues in the teaching process as the basis for planning and delivering the lesson effectively. I feel I could have contributed more to create an environment of “mutual dependence” as I focused more on providing class information by providing handouts and lecture. Elements of the lesson that produced desirable results were those that focused on formative assessment.

Evaluation

The recognition and fulfillment of my responsibilities within the school as an inclusive practitioner have assisted me in acquiring and developing an understanding of the relating social and personal factors that can influence and affect children’s learning. I can improve a significant contribution to fulfilling the pupils’ professional commitment to social justice by creating an inclusive learning environment that will enhance the student’s capacity to benefit from their school experience. However, budgetary restrictions in various assistance services may hinder this, especially in the existing public sector environment. I have, as an inclusive practitioner, a critical awareness of theoretical positions and the policy framework that relates to the issues that people encounter in education.

Inclusive education involves various aspects and how they affect or influence the participation of all children in learning. The practice has assisted me in identifying multiple techniques of teaching that stimulates children to be active and interactive in the classroom. Additionally, it acts as a means of identifying techniques for developing mutual friendships and respect among students and the teachers in the school. I have identified different effective methods of teaching that I can adopt in varying situations in the classroom, which I have experienced. The practice has also developed my creativity, especially in designing my lesson plan that will involve all children and also enable them to participate. Inclusive education reflects the expectation that every person has on the students for appreciation and acceptance in life.