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Inclusive teaching & learning - Coggle Diagram
Inclusive teaching & learning
Features of inclusive teaching & learning
Purpose led teaching
Keeping the teaching purpose led by ensuring it is relative to the modules or key life skills students need to know in order to progress can encourage engagement and means all students can understand why they are learning something.
'Chunking down' lesson content
This means breaking up the lesson content and only proceeding onto the next task/topic once the checking of understanding has been acknowledged. Being inclusive to students working at different paces and supporting those that may need extra support.
Variety of learning styles - V.A.R.K
Including a variety of learning styles means teachers are showing their understanding of how students learn differently in offering opportunities for all students to learn visually, auditory, reading/writing and kinaesthetically.
Utilizing assessment data
Utilizing the initial and diagnostic assessment data will help ensure students individual learning needs are being met and allow teachers to adapt and support as the learning proceeds throughout the course.
Differentiate tasks / worksheets
As discussed previously in units 301/305, adapting resources, lesson plans and assessments for students individual learning needs such as dyslexia, is inclusively offering all students the opportunity to learn.
Recapping learning
Recapping learning from the previous lesson means teachers can assess students understanding and from there can see where students may need further support in learning. It also gives an opportunity for students who may have missed the lesson to catch up on the learning.
Clear aims & objectives
Planning and communicating aims of the lessons and objectives you want the students to learn at the start of a lesson. This is important for all learners to gain an understanding of what it is they will be learning and the direction of the class.
What is inclusive teaching & learning?
"Inclusive learning is about recognising that each of your learners is different and that this is the starting point for developing and planning their learning programme. You should plan your teaching and learning sessions to enable all of your learners to take part, and at the end of the programme achieve their learning goals."
Ann Gravells 2010
Strengths & limitations of teaching & learning approaches
Demonstrations
One-off demonstration which means its hard to repeat information the exact same for split / repeat classes
Students may forget to take notes
Cannot be shown the same way to those that may have missed it
Allows students to see how to use equipment / how to do processes before doing the task themselves
An opportunity for students to ask questions beforehand
Gives students time to feel confident in the process before doing it themselves
Informative film clip
Finding good sources without pop-ups / ads can be tricky
Ensuring good quality video / sound
Hard to check understanding of the video if not followed with assessment type activity
Useful way to introduce class to a new topic
Can offer insight into a wider perspective
Can supply visual / auditory features for different learning styles
Individual / Group activity
Students could feel extra pressure if assessed
If students are in groups, the work could fall to one person
A great way to encourage class engagement and check understanding of a topic
Can be easily assessed if needed
Can be adaptable to different individual learner needs
Presentation
Can add extra pressure to students if they don't feel comfortable presenting
If assessed, unless recorded this would be hard to second mark / IQA
Student led activity to encourage reflection on what they have learned
Individual learning needs can be met making the appropriate adaptations or change of visual aid
Independent research
Students could feel overwhelmed with the scope of research if not directed
Students need to remember to reference sources
Encourages students to be driven and independent in finding their own sources
Good breakout activity after learning about a topic
A useful approach to introduce primary and secondary research finding
Directed study
Students could go off task or feel overwhelmed with the responsibility of directing their own learning
Encourages students to take ownership of their own learning
Students can set their own pace of learning according to the way they learn best
Students can portray the topics or ideas they are passionate about