Inclusive learning makes sure that the learners always have the chance to be involved and included in the classroom whilst learning. It ensures every earner is treated fair and equal, and no discrimination occurs, so nobody can be excluded. Inclusion also includes behaviours and attitudes of both learners and teachers, and how words and actions can affect learners in the slightest ways. As we are all aware that every learner has individual needs and not everyone is the same, as they all have different learning styles and different ability levels, therefore it is important a teacher to make not of these and ensure they are recognised and respected. This involved Maslow’s hierarchy of needs, for all these needs need to be met to ensure learning is fulfilled. Different activities can take place in the space of one lesson, as during the lesson asking questions can help some learners engage, however taking time to support others one on one might help other learners. Also this may consist of group activities or making learners work in pairs and keeping eye contact with them. This will enable that all learners and included and involved during the learning process, making it as fair and efficient as possible. ‘It is recommended that 70% of the time should be for learner activities and 30% of the time for teaching’. Also teachers should conduct initial assessments individually so they are aware of all their learners needs, this will make the process much more effective during lessons; supporting and motivating learners. Task 13. Strength and limitation of teaching and learning approaches Different teaching and learning approaches are subject to a range of advantages and disadvantages. During my own experience, as a teaching assistant I found various advantages and disadvantages of different styles of teaching and learning which I had to adapt to.
Teaching and learning approaches such as group work or demonstrations, which involve a lot of interaction between both students and teachers have advantages such as; these methods promote discussion and help teachers recognise personalities of their students. These activities also help with confidence and are good for visual learners (demonstrations). They make learning more fun and exciting, increasing motivation and opportunities for people to mix in with the group in a supportive environment. However, shy people can tend to hide away from these activities as they find them embarrassing, and confident people can be seen to take over. These methods will not always satisfy all types of learners, causing some learners to become frustrated.
In my experience of a teaching assistant I reviewed ideas with my groups, and helped the shy children interact more by guiding them with what to say. I ensured every child had a hand out/ worksheet whilst going through demonstrations so that the children who did not have a visual memory did not suffer. These simple yet effective changes proved very efficient within learning for the students. Fleming 2003 introduced a model called VARK, which consisted of 3 learning styles; auditory, kinaesthetic and visual methods. He believed learners need a variety of methods through these 3 he introduced allowing everyone to succeed and making the process of teaching and learning as efficient and effective as possible.
Different learning styles are suitable for different people, therefore it becomes difficult to ensure everyone’s needs are being met, especially when in a large group. This is where one on one coaching becomes essential as methods like this develop relationships between the student and teacher, so the teacher is able to adapt to the needs of the student. By carrying out a range of activities It allows opportunity for everyone to learn and be supported in their own way. Task 14. Explain why is it important to provide the opportunities to learners in order to develop their English, Numeracy