B1.1 Describe features of inclusive teaching and learning
We have explored this in a number of ways – identifying ways to overcome barriers in Barriers to learning, covering all learning styles and each stage of the learning cycle when discussing Kolb and H&M, exploring a range of fun and engaging activities to appeal to/ stretch different learners as well as in the Highlighting LLN session.
To be able to describe inclusive teaching and learning we must first be able to identify the barriers that are often in play that limits a young person’s learning. By understanding the barriers it makes it easier as a facilitator to tailor sessions to break down these barriers.
Social and Cultural – Peer pressure and family background.
Practical and Personal – Transport, time, disability, caring responsibilities, childcare, finance, cost, age, language, and lack of access to information.
Emotional – lack of self confidence or esteem due to low skills levels, negative personal experience of learning previously, previously undetected or unaddressed learning disabilities, social problems such as unemployment, abuse or bullying.
Workplace – time off work, access, discrimination, unsupportive managers, shift work, isolation.
It is imperative that as a teacher you ensure all learners are given the opportunity to learn and develop equally and fairly. It is also important that this is done without excluding anyone. Inclusion is about people’s attitudes as well as learned behaviours. Asking individual questions, using good eye contact and learning young people’s names and making sure that when young people are getting into groups that no-one is left on their own. It’s always a good idea to take part in an ice breaker to allow the group to open up a little. At the beginning of any course’s I always carry out a group contract to establish a base line for behaviours and attitudes towards the course and also towards the young people taking part.
It is important to utilise as many different approaches and resources as appropriate. It is important to note as a facilitator that you cannot engage every group member individually so knowing your limits is important when tailoring any courses or training. Making sure that the learners are aware that they can approach you as a teacher/facilitator will help anyone who feels they are having difficulties. Differentiating teaching, learning and assessment approaches should lead to more confident learners who feel included, are motivated to learn and able to achieve. Differentiating teaching will also keep learners engaged and stop them getting bored.
Assessing the learning environment is crucial to creating a relaxed learning environment. Some learners get agitated if they feel they are cooped up in a classroom environment while on the other hand some people can be intimidated by being in open spaces or taking part in high adrenaline activities. Gauging how the group dynamic works is important to how you change and adapt the lesson/activity plan.
B1.2 Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs We discussed H&M learning styles (and how they link to Kolb’s learning cycle), VAK methods and resources to use with different learners.
By trying to incorporate as many learning styles as possible into a session it helps keep all the young people focused and motivated. Our main problem with our young people is that they get bored really easy. Keeping them engaged is very important and sometimes to do this you have to try and cater to all learning styles.
You are prepared for spark moments when a young person isn’t understanding or engaging with one particular teaching method. By being aware of different learning styles you can adapt your session when and where needed to keep it relevant for each individual.