Understanding and Using Inclusive Learning and Teaching Approaches in Education and Training
- Understand inclusive teaching and learning approaches in education and training
1.1 Describe features of inclusive teaching and learning
Key Points to cover:
- Offering equality of opportunity, accessible, differentiated, student centred, meeting individual needs, varied learning styles(VARK), stimulating, actively engaging, motivating, range of teaching and learning styles
1.2 Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs
Key Points to cover:
- Teaching approaches, e.g. presentation, video, demonstration, directed study, individual or group activities
- Learning approaches, e.g. student-centred, learning-by-doing, individual presentations, experimentation, independent research
1.3 Explain why it is important to provide opportunities for learners to develop their English, mathematics, ICT and wider skills[unique_solution]
Key Points to cover:
- Achievement in learning, e.g. skills for employment, enhance learning, essential functional skills, employability
- Personal skills, e.g. ability to communicate, transferable skills, stretch and challenge students, skills for life, assists progression and explores personal values
- Understand ways to create an inclusive teaching and learning environment.
2.1 Explain why it is important to create an inclusive teaching and learning environment
Key Points to cover:
- Inclusive, e.g. valuing diversity, challenging antisocial behaviours, encouraging peer support, encouraging learner responsibility, meaningful, learning to maximum, feel emotionally accepted
2.2 Explain why it is important to select teaching and learning approaches, resources and assessment methods to meet individual learner needs
Key Points to cover:
- Appropriate to learner’s knowledge and skills requirements, meeting assessment requirements and schedule
- Suited to group size and diversity, actively engaging learners, encouraging and stimulating the learning process, recognise and respond to individual learning needs
2.3 Explain ways to engage and motivate learners
Key Points to cover:
- Engaging learners, e.g. using stimulating, varied approaches, active, clear and shared outcomes, individual and group activities, encouraging creative and critical thinking
- Using range of teaching and learning approaches, meeting appropriate targets, student involvement, provide positive feedback
2.4 Summarise ways to establish ground rules with learners
Key Points to cover:
- Student participation and ownership, negotiation, exploring diversity, identifying individual and group needs, encouraging and valuing contributions, understanding the need for respect
- Be able to plan inclusive teaching and learning.
3.1 Devise an inclusive teaching and learning plan
Key Points to cover: Lesson Plan
- Identified aims, appropriate content and level, timing, varied teaching methods and learning activities, resources, opportunities for basic skills, formative assessment opportunities, evaluation
3.2 Justify own selection of teaching and learning approaches, resources and assessment methods in relation to meeting individual learner needs (Self-assessment, Personal learning log, Group/tutor evaluation, following micro-teach session)
Key Points to cover:
- Varied approaches, individual or group activities, learner-centred, learning-by doing, active learning, reinforcing
- Resources, e.g. fit-for-purpose, inclusive, stimulating
- Assessment, e.g. formative, fit for purpose, checks and corrects learning, meets individual needs, achieving goals
- Be able to deliver inclusive teaching and learning.
4.1 Use teaching and learning approaches, resources and assessment methods to meet individual learner needs (Micro Teacher Observation)
Key Points to cover:
- Use of plan, engaging and motivating learners, varied inclusive approaches, learner centred, use of activities, appropriate use of resources to engage learners, assessment to check and correct, learning time managed (Use of micro-teach lesson plan, Observation by assessor and peers, Self-assessment)
4.2 Communicate with learners in ways that meet their individual needs (Micro Teaching Observation)
Key Points to cover:
- Language and level to suit learners and content, appropriate pace, awareness of body language, engaging learners in communication inclusive questioning (Delivery of micro-teaching, Assessor/peers observation, Self-assessment)
4.3 Provide constructive feedback to learners to meet their individual needs (Micro Teaching Observation)
Key Points to cover:
- Feedback, e.g. appropriate to learners, balancing positives and opportunities for improvement, specific, goal orientated, supportive, group discussion, use of
peer and self-assessment (Delivery of micro-teaching session, observation by assessor and peers and self-assessment).
- Be able to evaluate the delivery of inclusive teaching and learning.
5.1 Review the effectiveness of own delivery of inclusive teaching and learning (See Self- Evaluation and Reflection of Micro Teaching Form)
Key Points to cover:
- Effectiveness, e.g. choice and use of approaches, communicating with learners, level of engagement of learners, level of participation, appropriate to timing, meeting specific outcomes (Observation report by assessor, Group/peer feedback, Lesson plan session, self-evaluation, Personal learning log)
5.2 Identify areas for improvement in own delivery of inclusive teaching and learning
Key Points to cover:
- Areas for improvement, e.g. subject knowledge, alternative approaches, planning, timing, managing individual or group activities, learner-centred approaches, communication skills (ILP (individual learning, plan), Reflective entry – lesson plan,
Observation report by assessor, Group/peer feedback sheets, Personal learning log)
