Kate Thomson

Global Edulink

NCFE _-Level 3 Award in Education and Training

Assignment Group B

Understanding and using inclusive learning and teaching approaches in education and training.

1. Understand inclusive teaching and learning approaches in education and training.

1.1 Describe features ofinclusive teaching and learning.

Being inclusive means involving everyone. In teaching terms this means conducting your educational teaching or training is a ways which includes all learner’s in the learning process. As Gravells (2013) says “It’s also about treating all learners equally and fairly, without directly or indirectly excluding anyone” taking into account fairness in equality and diversity. To be fully inclusive the learning must adapt to ever changing circumstances and as such is constantly evolving over time and working to ensure there are no barriers with may exclude learners. In order to achieve this inclusivity the following feature need to be constantly considered;

  • Use different teaching, learning and assessment strategies linked to individual learns needs.
  • Differentiate for different learners styles of learning.
  • Take into account all the different learning and support needs learners have.
  • Effective group management and reflection to identify any situations where there may be barriers to learning.
  • Encourage active participation in the learning process by way of open questioning, group discussion and promotion of listening skills.
  • Identify and remove any barriers to learning.
  • Be fair and consistent with all learners and approachable so if they identify any barriers themselves they can approach the teacher to work out a way forward.
  • Promote a positive learning environment which treats all learners equally but is respectful of differences.
  • Use a range of diverse material and resources in the teaching process taking into account the different styles of learning i.e. visual leaners, auditory learners, kinaesthetic learners and those that learn best by reading or writing down.

1.2 Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs.

I have a very varied range of teaching opportunities and subject matter in my role as an NRW Education Officer. I deliver to a wide range of ages as we offer lifelong learning, deliver indoors and outdoors to a handful of learners up to big groups on a carousel basis. As such I use a lot of different teaching styles.

I have tried to summarise the main ones using the following table to separate both strengths and limitations with respect to meeting individual needs;

Teaching and Learning Approach / Strengths to meeting individual leaners needs / Limitationsto meeting individual leaners needs
Practical activities, games and investigation work i.e. survey work, minibeast hunt, making an object form natural materials etc. / Offering hands on tasks is good experience particularly for kinaesthetic learners. By incorporating written instructions it also engages the read/write learners.
Learners get to put their theoretical understanding into practice and promotes self-discovery.
Scope for offering differentiated activities without it being obvious to all
Can be done in a group work setting promoting team working and interaction,. / May not effectively engage all types of learners and if it involves tool use or written recording may be difficult to adapt to all learners.
Not always suitable for larger group sizes.
Lots of preparation and possible resource required which requires careful management.
Maybe lots of written recording needed which is not suitable to all learners.
May require a lot of oral explanation which some learners find hard to take in.
Demonstrations
e.g. demonstrating how to river dip safely and effectively. / Can be adapted to suit all learner styles.
Ensures all learners are given the same information at the same time especially if it involves health and safety such as in a river environment.
Allows learners to be shown new skills or techniques or how something works i.e. light meters use etc.
Allows for question taking to check understanding has taken place.
Can involve activist learners as part of the demonstration process. / May require a lot of oral explanation which some learners find hard to take in.
Large groups may struggle to be able to hear and see what is happening or those that are shorter in height.
Individuals may lose interest.
Discussions particularly useful In adult training scenarios / Allows full participation and interaction with group members.
Everyone benefits form skills and knowledge sharing.
Use of questioning can facilitate further reviews of decisions and activities.
Good feedback for the teacher. / May require a lot of oral explanation which some learners find hard to take in.
Not all leaners are happy to contribute so can be dominated by a few. Needs a good Chairperson to resolve this.
Presentations including power point e.g. with secondary schools for non-practical activities such as climate change. / Face to face interaction between the teacher and the learner. All focused on the same thing
Can take questioning throughout the presentation or at the end. Can produce handouts to accompany the talk and to take home after which suits read/write learners. Auditory learners need only listen not read the screen. / May require a lot of oral time which some learners find hard to take in.
Constant questioning can interrupt flow of learning.
Needs good prior preparations and all the technology to be in place and working on the day!
Easy to lose interest and may not appeal to kinaesthetic learners. May not suit those with visual or hearing impairments.
Group work including games and ice breakers
e.g Shelter building activity, bat and moth game / Improves team work and group interaction
Scope for offering differentiated activities without it being obvious to all.
Suits less literate learners and is inclusive. / Not always suitable for larger group sizes.
Lots of preparation and possible resource required which requires careful management.
May not be full inclusive to those with physical impairments.

1.3 Explain why it is important to provide opportunities for learners to develop their English, mathematics, ICT and wider skills.

Numeracy and literacy skills are vital in the world of work and in general life to help with basic things like shopping, budgeting etc. As Gravells states“They provide the essential skills, knowledge and understanding that will enable people to function confidently, effectively and independently in life and at work”. Gravells (2013) p86. They also help with future career opportunities and so should be at the core of any learning.

Wider skills relate to the learners “personal learning and thinking skills (PLTS)” Gravells (2013) p86 which also help in work and the wider social environment.

As a teacher it is imperative that opportunities are provided to the learns to develop their English and Mathematical skills along with ICT and these wider skills in order to

  • Improve their thinking and problem solving skills
  • Improve their knowledge and understanding generally
  • Enhance their personal skills and confidence in general
  • Develop their ability to learn, work and function independently
  • To ultimately offer them progression in further education, training or employment.

In my Education Officer Role I try to incorporate these skills into as much of my teaching as possible and I have tried to summarise them in the table in relation to an activity of running a Citizen Science OPAL bug count survey with groups;

Skills needed / Opportunities for learners to develop those skills
English / Reading the survey sheet, ID chart, following the flow chart and following instructions for recording. Recording results
Mathematics / Completing the tally charts, adding up totals, counting number of creature found, recording the results. Using data collection methods and further chart work with the data.
ICT Skills / Uploading the results on to the OPAL website. Use of calculators and internet for follow up reading.
Presentation skills
Use of digital caners to record and upload sightings to the OPAL website.
Wider skills (PLTS) / ESDGC knowledge and understanding of the world around them.
Environmental awareness and sustainable development, the human impact on the environment, importance of habitats and protection.
Their personal global and carbon footprint.
Welsh language inclusion.
Personal and social development – team and group working opportunities.
Leadership skills.

2. Understand ways to create an inclusive teaching and learning environment.

2.1 Explain why it is important to create an inclusive teaching and learning environment.

In order for learners to reach their full potential and be successful they need to have been taught within a fully inclusive teaching and learning environment. “Inclusive learning is about ensuring all your learners have the opportunity to be involved, to contribute and to be included in the learning process Gravells(2013) p58

To be an inclusive teaching and learning environment it has to involved aspects discussed prior such as promoting equality and valuing diversity, maintain a safe and supportive learning environment and follow appropriate behaviours and respectful attitudes at all times.

In my roles as an NRW Education Officer I ensure I am fully inclusive in the following ways;

  • I check with the group leader when completing the group booking form for any behavioural, special educational needs, any disabilities, medical issues or potential limitations and make sure I progresses and adapt in the hoof as well if necessary.
  • As part of the booking process the leader is given a pre visit information form recommending the types of clothing to wear, use of suncream or insect repellent as appropriate.
  • I plan and prepare the session plans and resources with the group and individual learners in mind to be inclusive. I check with the group leader if I need further information. I differentiate activities so all learners can succeed.
  • I carry out site safety checks prior to the visit, check weather reports and complete a full site risk assessment. I also dynamically risk assess as the session progresses to ensure the safety and comfort of the group.
  • On the groups arrival I welcome them, do a safety and housekeeping introduction the session and ensure everyone is aware of the boundaries and expectations of the visit. The session plan is made clear along with start and finish times, as well as the timings of lunch and or snack breaks.
  • The aims and learning outcomes are shared with the group.
  • Bearing in mind that a lot of my visits are based outdoors I incorporate as many different teaching and learning approaches as possible into the education and training I am offering. I use question and answer tactic to keep track of learning and for feedback and dynamically adjust my session accordingly.
  • I provide a range of equipment and resources so everyone is actively involved at all times and to help meet individual learner needs i.e. larger magnifying glasses rather than bug pots or extra pond nets etc.
  • I wear corporate PPE clothing and maintain a professional nature at all times but am interactive and approachable. I mix throughout the group so individuals can quietly speak to me if they are too shy to speak out in front of a group.
  • I try to motivate and enthuse groups by being positive and interested. I praise learners when they have done something well or found something interesting and encourage them to share their findings.
  • I always hope to enthuse a love of learning that will carry on through life whether in a formal education or training setting or just life in general.

2.2 Explain why it is important to select teaching and learning approaches, resources and assessment methods to meet individual learner needs.

It is vital to select the appropriate teaching and learning approaches in order to meet the individual learner needs in order to facilitate and develop their learning discussion having been given earlier in section 1.2. Resources have been described by Gravells (2013) p81 as “…the aids, books, handouts, items of equipment, objects and people that you use to deliver and assess your subject. They should stimulate learning, add impact and promote interest in the subject”. As discussed earlier you can adapt the resources to suit individual learners but also differentiate between different groups. For example if I am teaching about habitats with a Foundation Phase group I would use magnifying glasses or bug pots but reserve the use of pooters to Key Stage 2 classes as they need to have developed the right skills to use them safely. I would up the level of identification sheets to key flow charts for the older children and then maybe use different sheets to suit different abilities within that year group. This can be done in such a way as to avoid being obvious that there are any adaptations and is definitely easier to do in an outdoor setting when the group are generally more engaged in their own learning.

In my Education Officer role I tend not to rely on too many resources out in the field as most learning that takes places is reactive and self-discovery. Resources can sometime detract from this. When I am, teacher training however or working with secondary or tertiary groups the resources become more numerous. The sorts of resources I use are detailed in the table below;

Resource / How it meets individual learner needs
Bug pots, pond nets, ID sheets, soft toy animals of the wood etc. / The resources enhance the activity and gives it structure. They can be used to differentiate the learning so I can add extra resources to stretch some learning and use less sophisticated equipment for others. I can use bigger magnifying glasses for the visually impaired etc.
The natural environment e.g. minibeasts, stick and leaves / Offers an inspiring environment to motivate learning.
Suits learners who don’t suit a classroom based setting.
Stimulates discussion and questioning.
Expert visitor e.g. Forester colleague / Can provide higher or specific subject knowledge and skills to individual learners.
Can answer specific subject related questions and promote discussion.
Handouts, information leaflets e.g Forest Fun leaflets, data collection or survey sheets / Can refer to electronic versions which can help with ICT use.
Can be a visual aid to help learners reinforce learning.
Can be discussed to suit auditory learners.
Can be used to collect data for follow up work.

Once the learning has taken place it is vital to do some evaluation to find out if it has been effective and successful. This where the need for assessment comes in. It helps both teacher and learner see how they can improve and develop their specific learning.

Gravells (2013) p104 says that “The more teaching and learning approaches you can use, the more opportunities there are for assessment to take place.”

A lot of the assessment I do in my role is by verbal questioning and the answers given quickly inform me whether the subject matter has been grasped and also what incidental learning has taken place. For example if I am running a session on climate change focussed on our carbon footprint I can ultimately ask the question “Can you now explain to me why trees are important”? If they give me answers based on the importance for oxygen production or carbon storage then I know they have fully understood by doing the practical activities. If they then tell me we need to plant more trees that shows a deeper level of understanding.

If I am teaching a practical session like making elder beads the assessment is done both by questioning and watching them perform the practical task, if they do it correctly and safely I know they have understood whereas if they haven’t I can reflect on which stage the learning missed. I can also use self-assessment strategies and peer assessment. A lot of activities are done in groups and then rotating round to give constructive feedback on other groups work. A quiz is a fun way of testing understanding ass part of a plenary. Assessment shows how individual learners and you can identify learning styles form eh subject matter being taught. For example if I am demonstrating an activity such lighting a camp fire to leaners sat watching, those that are visual leaners will benefit and possible auditory leaners. If I however get the leaners to have a go for themselves that will stimulate the kinaesthetic learners more. I can adapt my activity and teaching style to suit accordingly. I like teaching in a circle setting ass everyone is an equal and have the same position for seeing and hearing what is going on.

2.3 Explain ways to engage and motivate learners.

Learnerswho are actively engaged in their learning are those that are a keen participant and become actively involved not just incidental to it. It is the motivation to learn which will make them become actively involved. Gravells (2013, pg 29) states it is that motivation which is the “incentive or reason why someone chooses to do something”. Learning improves when leaners are engaged and motivated. Equally if the learner become disengaged with the learning process their behaviour can become disruptive or disinterested and their learning can be negatively affected.