Understanding Inclusive Teaching And Learning Approaches In Education And Training Assignment Sample

Introduction Of Understanding Inclusive Teaching And Learning Approaches In Education And Training Assignment

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TASK: A

Key features of inclusive teaching and learning 

There are no educational barriers due to nationality, sexual orientation, or intellectual disability. Equality is defined as treating an individual or group of people fairly and equitably. All educators should be able to interact and learn from all members of the group in a safe and comfortable environment (Paseka, and Schwab, 2020). Diversity allows us to identify, respect, and value cultural identities, creating a civilization that is embraced by all students and staff. This allows us to personalize and accelerate each new student's level of education

Why it is important to provide opportunities for learners to develop English along with other skills like employability and communication 

Every learner aged 14 and above is required to have functional skills in English, Mathematics, and ICT. In every aspect of life and work, Functional Skills enable individuals to operate independently, confidently, and effectively. In the classroom, they serve as tools that enable students to use their knowledge and understanding as they go about their daily lives. As they develop interpersonal skills and solve problems both in familiar and unfamiliar situations, they become responsible citizens who would be able to make a positive contribution to society, by engaging competently and confidently with others (Woodcock, and Woolfson, 2019). The importance of functional skills lies in the fact that they provide teachers, workers, work colleagues, and an individual with the skills, knowledge, and understanding he or she will need to succeed in schools, jobs, and in general.

Why it is significant to develop learning and inclusive teaching environment 

We all inevitably learn in different ways, influenced by a combination of our educational experiences, our studying habits, and how we approach a particular subject. As a learning style, we can define it as, a way in which we gather, process, and store knowledge and experience. Knowing students' learning styles, or offering a variety of tasks, will improve teaching by providing them with a variety of tasks that reflect their particular learning styles (Molbaek, 2018). It might be helpful to hand out a learning style questionnaire at the beginning of a class so that the teacher can learn more about the students' learning styles once they have filled it out.

Ways to engage and motivate learners 

The environment in which students learn must be relaxed. Good lighting and a comfortable temperature are desirable in a well-lit room. I can analyze the passive and more assertive students through an icebreaker session when I start the training with an icebreaker. Introducing the aims and objectives to the students, followed by a quiz to test their prior knowledge or providing examples of care they have provided (Chao, and et.al., 2018). Taking advantage of a variety of teaching methods and media helps address all students' needs. Last but not least, treating everyone with respect while giving constructive feedback and specific praise for each student.

Ways to develop ground rules with learners 

The process should be two-way, underpinning appropriate behavior and respect for everyone. Among the rules that should be negotiable are arrival and break times and health and safety norms that should not be negotiable are the rules that must be followed. Everyone is reminded of what the group agreed upon when the rules are visible (Fu, Hadjioannou, and Zhou, 2019). As part of the negotiation process with the group, the rules can be amended further if they are needed. The teacher could ask the student to apologize to the group if he or she breaks the rules, or they could explain their reasoning. The student should have the opportunity to reflect on his or her actions as a result.

TASK: B

Compare the advantages and disadvantages of teaching and learning approaches used in the specialism in order to meet individual learner needs 

Understanding the four different techniques of learning in the environment of working s significant for the physical environment. Most students prefer visual and hands-on learning styles, but not all. Consequently, we need to offer open opportunities to all learners, and I can measure this by asking people how they are doing, and evaluating as we go (Walton, 2018). The results of my learning are also evidenced by workbooks and question papers.

Group Work

Strengths	Limitations
Enhances discussion	In some circumstances, dominant personalities can control
Recognizes group characters for the tutor	It is possible for students to see their progress through self-assessment
Provides a way to break up the group's ice	A group of people can help nervous people hide (Schuelka, 2018).

There is requirement of appropriate careful management due to the process and time limit

Role Play

Individual learning styles may not be suitable for this method

Strengths	Limitations
A good way to practice pronunciation and vocabulary	An embarrassing situation
Working with a variety of partners within the group is a good opportunity for mixing and mingling within the group
Gives a supportive atmosphere	It can cause sometimes discomfort

It is important to keep role plays short, provide clear instructions on the objective, and place feeble beginners with tougher ones – diversity (Diaz, Navarro, and Chen, 2020).

Demonstration with the small groups

Strengths	Limitations
Visual learners will find this useful	Learning styles other than the traditional one may not benefit from it
It is more likely that learners will retain skills when they are practiced	Rather than just showing steps, demonstrate them in a different way
Provides an orderly breakdown of the steps and the end result	It is impossible to satisfy all range

Learning difficult steps requires breaking them down into easy steps and having learners practice them; tutors must prepare properly, rehearse and have all necessary materials/ resources at hand to repeat difficult steps.

Question and Answer

Strengths	Limitations
It includes all students	Questions will be avoided by students who are less confident
Fast way of checking learning	There are many ways to phrase a question so that students can understand it
Enhances learning by expanding the topic	The rest of the questions will be answered by more confident students (Napal Fraile, Peñalva-Vélez, and Mendióroz Lacambra, 2018).

The tutor should pose questions, nominate students and ask the same question several times in different ways.

Peer Coaching

Strengths	Limitations
Supports and builds confidence	Learners who prefer reading and writing may not benefit from this
The development of good working relationships is possible	It is possible that peers will not cooperate
Peers teach students more than teachers	It might be more about chatting than learning

To ensure that weaker students gain access to resources that cover all learning styles, teachers should control discussion threads to ensure they stay on task, and they should group peers appropriately according to skill level and compatibility in order to ensure that weaker students benefit.

References

Chao, C.N.G., Lai, F.T.T., Ji, M., Lo, S.K. and Sin, K.F., 2018. Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools?. Teaching and Teacher Education, 75, pp.164-173.

Diaz, T., Navarro, J.R. and Chen, E.H., 2020. An institutional approach to fostering inclusion and addressing racial bias: implications for diversity in academic medicine. Teaching and learning in medicine, 32(1), pp.110-116.

Fu, D., Hadjioannou, X. and Zhou, X., 2019. Translanguaging for emergent bilinguals: Inclusive teaching in the linguistically diverse classroom. Teachers College Press.

Molbaek, M., 2018. Inclusive teaching strategies–dimensions and agendas. International Journal of Inclusive Education, 22(10), pp.1048-1061.

Napal Fraile, M., Peñalva-Vélez, A. and Mendióroz Lacambra, A.M., 2018. Development of digital competence in secondary education teachers’ training. Education Sciences, 8(3), p.104.

Paseka, A. and Schwab, S., 2020. Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European Journal of Special Needs Education, 35(2), pp.254-272.

Schuelka, M.J., 2018. Implementing inclusive education.

Walton, E., 2018. Decolonising (through) inclusive education?. Educational research for social change, 7(SPE), pp.31-45.

Woodcock, S. and Woolfson, L.M., 2019. Are leaders leading the way with inclusion? Teachers’ perceptions of systemic support and barriers towards inclusion. International Journal of Educational Research, 93, pp.232-242.