Nicky Cook PTLLS Preparing to Teach in the Lifelong Learning Sector

Assignment 002 Task A 24th November 2013

Understanding inclusive learning and teaching in lifelong learning

Briefing Document

In our organisation inclusive learning is more of an attitude than a number of specific criteria. This means that we should all strive to ensure that our teaching is designed in such a way that it focuses on and increases the capability of all learners to achieve success and allows each one of them to achieve all of the objectives of the course.

We must acknowledge and celebrate the fact that each learner has a set of individual needs and respect their right to express themselves in their own unique way without discrimination. If reasonable adjustments to activities, materials or the learning environment are requested these should be made wherever possible. We ask you to model inclusive behaviour, showing sensitivity, fairness and respect to all and expect that this be reflected in all of our work so that we can strive to answer “yes” to each of the three questions below:Words - 151

Copyright © RMIT University Royal Melbourne Institute of Technology - Inclusive

Teaching

1 Will this content, range of activities, communication style, feedback, etcetera allow all of my students to feel respected and valued — or might some students feel overlooked and unengaged?

2 Will it help all of my students to maintain or develop enough confidence in themselves, in my approachability, and in the relevance and flexibility of the curriculum so that they will persist when challenges arise — or might students with more than their fair share of obstacles become disheartened and give up? And

3 Will it help all of my students to move step-by-step from the knowledge and skills they each have, now, to the knowledge and skills that I want them ultimately to attain — or does it fail to clearly communicate the steps required?

When planning lessons we must ensure that the content and objectives are clear to our learners so that we can maintain their engagement. Different assessment types should be used throughout the teaching to ensure that they know what progress they have made and are motivated to achieve their best. Students should always know what they are being assessed for and this should be a continuous process using both Formative (ongoing) and Summative (when learning is complete) assessment. Make sure that you are assessing and feeding back students learning. In the words of RMIT regarding their students and inclusive teaching guidelines - “we capitalise on their potential, maintain their confidence and motivation, and appropriately scaffold their pathways to success once they arrive with us.”

Ask yourself……do you…..

Use different lesson types, lecture, group discussions, thought showers, pair work and individual work?

Give a summary of aims and objectives of the course and lesson content?

Use different presentations using graphics, diagrams, charts and text to include different learning styles?

Break the session into smaller areas to ensure that learning is progressive and include gapped quizzes and activities that engage?

Ensure that the classroom is comfortable (lighting, acoustics, no distractions) and that seating can be moved or adjusted as needed?

Words – 212

To establish an atmosphere of respect and mutual support it is important that you establish clear boundaries and develop a set of

2

ground rules which are agreed and held to by the whole group of learners. You need to strike a balance between being approachable and yet not over-stepping the mark, knowing when to refer to another professional either internally or other external agencies. You are more a mentor than a friend, a role model not a peer, engaged and warm, with equal time for all and no favouritism shown. You should be encouraging and realistic, a good listener with excellent communication skills, flexible enough to engage all students. Words - 109

In order to support and motivate our learners they need to be assessed and offered feedback at appropriate points in their learning.

Feedback should be a two way process between students and teachers and can be formal or informal, written or verbal. If feedback is offered in a sensitive and respectful way and adapted to the specific learner’s strengths it can be extremely effective in highlighting development and strengths as well as areas where more learning and support is required. Feedback should be based on facts and delivered in a way that can be incorporated back into learning with time given for re-assessment and adjustment if this is required. It is worth understanding Kolb’s learning cycle with respect to “learning by doing” and that if we do not give our learners feedback they may believe that they don’t have any areas requiring development, that they are “doing everything right”. Students welcome feedback offered by a teacher who they respect and it can help to further motivate and engage. Words - 168

To ensure that your teaching includes real-world skills it is important to look for areas where functional skills can be introduced and developed throughout your teaching. Functional skills refer to literacy and numeracy and can be in many forms:

Reading and research carried out on the internet to support homework

Writing reports on findings and presenting these using presentations (PowerPoint or Word) which develops computer skills

3

Using numeracy skills to calculate statistics or percentages where appropriate using different measurements e.g. metric/imperial, currency/exchange rates, paying for shopping etc.

Quizzes that include placing items in a certain order or calculating median/average.

Words – 103Total Word Count - 743

4

References

Sussex Partnership Foundation NHS Trust Equality and Diversity policies –

Accessed 20 November 2013

<http://www.sussexpartnership.nhs.uk/about/equality/pfd>

Gravells, Ann, Preparing to Teach in the Lifelong Learning Sector, (Learning Matters 2011)

RMIT Royal Melbourne Institute of Technology – Inclusive Teaching -Accessed 22 November 2013 – http://www.rmit.edu.au/seh/staff/inclusiveteaching#_About_inclusive_teaching

PETA Training and Consultancy Services. Every Learner Matters Policy. Safeguarding and Equality. Accessed 24 October 2013 <http://www.peta.co.uk/safeguarding-and-equality>

Monash University - Inclusive Teaching – Accessed 22 November 2013 – http://www.monash.edu.au/lls/inclusivity/Strategies/2.5.html

5