Theories and principles for Theories and principles for planning and enabling planning and enabling

learninglearningDates for your DiaryDates for your Diary

Peer presentations – 27th April + Peer presentations – 27th April + 4th May4th May

2 observations – 1 x Tutor, 1 x mentor 2 observations – 1 x Tutor, 1 x mentor Completed by 4Completed by 4thth April April

Hand in Date: May 14thHand in Date: May 14th

Theories and principles for planning Theories and principles for planning and enabling learningand enabling learning Explain the application of theories and Explain the application of theories and

principles of learning and communication to principles of learning and communication to inclusive practiceinclusive practice

Use and justify theories and principles of Use and justify theories and principles of learning and communication to plan for and learning and communication to plan for and enable inclusive learningenable inclusive learning

Apply a range of subject appropriate learning Apply a range of subject appropriate learning and teaching strategies which demonstrate and teaching strategies which demonstrate knowledge of the minimum coreknowledge of the minimum core

Evaluate and improve own teaching practice Evaluate and improve own teaching practice with reference to relevant underpinning theorywith reference to relevant underpinning theory

Aim: To overview the barriers to Aim: To overview the barriers to learninglearning

To identify barriers to learning within To identify barriers to learning within subject specialismsubject specialism

To explain different types of barriers to To explain different types of barriers to learninglearning

To analyse the implications of different To analyse the implications of different barriers in terms of their impact on barriers in terms of their impact on enabling learningenabling learning

Barriers to learning – Shannon and Barriers to learning – Shannon and Weaver (1949)Weaver (1949)

Physical and mechanical barriersPhysical and mechanical barriers Semantic barriersSemantic barriers Psychological barriersPsychological barriers

A more recent set of barriers could include A more recent set of barriers could include those associated with individual learning those associated with individual learning needs.needs.

Physical or mechanical barriers to Physical or mechanical barriers to learninglearning

These barriers relate to the physical These barriers relate to the physical transmission and reception of a message:transmission and reception of a message:

Is the environment distracting or noisy?Is the environment distracting or noisy? Is the environment appropriate?Is the environment appropriate? Is the timing of the lesson a problem?Is the timing of the lesson a problem? Are the learners too hot, cold, thirsty, Are the learners too hot, cold, thirsty,

hungry?hungry? Are there learners with specific hearing or Are there learners with specific hearing or

sight problems?sight problems?

Semantic barriers to learningSemantic barriers to learning

Semantic barriers are essentially to do Semantic barriers are essentially to do with the extent to which the meaning of the with the extent to which the meaning of the learning is successfully shared with the learning is successfully shared with the learners:learners:

Jargon or technical languageJargon or technical language The generation gapThe generation gap The use of unfamiliar or The use of unfamiliar or culturally specific gesturesculturally specific gestures The level of learningThe level of learning

Psychological barriers to learningPsychological barriers to learning

These barriers relate to the perceptions that These barriers relate to the perceptions that develop between teacher and learner:develop between teacher and learner:

Unapproachable teachers (real or perceived)Unapproachable teachers (real or perceived) Prejudice (teachers and learners)Prejudice (teachers and learners) Fear of failure (historically)Fear of failure (historically) Low expectation of learnersLow expectation of learners

(historically)(historically) Poor motivationPoor motivation

Individual learning needsIndividual learning needs

DyslexiaDyslexia DyscalculiaDyscalculia DyspraxiaDyspraxia Autistic Spectrum Disorders (ADHD etc)Autistic Spectrum Disorders (ADHD etc) Individual learning stylesIndividual learning styles

Analyse the barriers affecting Analyse the barriers affecting learninglearning

Choose 4 barriers that relate specifically to Choose 4 barriers that relate specifically to your learners (one from each group might your learners (one from each group might be good – you decide)be good – you decide)

Analyse? Identify separate factors, say Analyse? Identify separate factors, say how they are related and how each one how they are related and how each one contributes to the topic.contributes to the topic.

Analyse how your 4 chosen barriers could Analyse how your 4 chosen barriers could affect the learning.affect the learning.