Understand Inclusive Learning And Teaching In Lifelong Learning

Submitted By sammeejo
Words: 1678
Pages: 7

Assignment unit 009 – Understand inclusive learning and teaching in lifelong learning

Inclusive learning is to assess and support individual learners in ways that best suits their individual learning needs and preferences, also making what we teach and the way we teach it much more flexible for each learner, inclusive learning is taking into consideration different learning styles.
Inclusive learning can be put into practice in lots of varied ways to ensure the learners achieve their full potential but also to ensure they are learning in a way that best suits their individual needs. Inclusive learning is also used to give constructive feedback and praise to the learners.

Inclusive learning can be used 1:1 with a learner this may be because they have a disability and need extra support. Some of my learners are dyslexic so they need support reading and understanding questions in their diplomas, I read and translate the questions into a sentence that they understand this method can also be used for leaners of a different cultural background who’s English may be lacking or weak. For foreign speaking learners, ESOL, I supply bilingual dictionaries, electronic translator aids and a translator to aid the learners with their diplomas. I arrange workshops with my learners so they can spend a few hours in a group discussing the questions and answer, I also discuss the questions and give support to learners who may need the questions reading for them and if asked I type the answers for the learners who may have trouble writing and keeping up with the others in the workshop. For example I have a lady in one of the workshops who is dyslexic and as she feels she cannot keep up with the others learners and may slow them down; I offered to type what her answers are. This suits the individual learner as she feels more confident and does not affect the other learners.
Inclusive learning also evaluates what levels my learners are at, if they need support and it gives me the opportunity to praise the learners which maintains a good open professional relationship and builds the learners self-esteem. I also discuss with the learners their (ILP) individual Learning Plan, recording what methods they wish to use and what will suit their needs.

When I am in a learning environment with the learners, either 1:1 or in a group workshop, I motivate the learners and engage them in inclusive learning by using the ‘Medals and Missions’ approach which was studied by 2 Professors, Ian Black and Dylan Wiliam.

‘Medal and Mission feedback 1. Make the goals very clear: criteria are explained and illustrated with examples
2. Ask the student for a self-assessment (they will be helped if you give them criteria to self-assess against, and exemplars.)
3. Give non-judgmental feedback: * accept the student’s present standard * avoid competition or comparison with others, instead let them compete with: the task and with themselves, (i.e. with previous work)
Feedback should be * forward looking, positive, & constructive * task centred not ego centred * medal and mission’

Black and Wiliam 1998

Medial is for what the learner has done well or can achieve and the Mission is what the learner needs to improve on.
What Black and Wiliam wrote is a very excellent way to motivate and engage the learners in their own inclusive learning. It provides the opportunity for the learner to evaluate and amend their errors in a proactive manner while still working towards an achievable goal. This system highlights the learner’s work to be praised while giving constructive feedback from the teacher and peers without undermining the learner and lowering their self-esteem.
It is another good way of involving other peers in the feedback and promoting respect between one and other, this method is known as ‘Peer assessment’.
This involves and motivates the learners to listen to each other and discuss any questions, ask questions if…