understanding inclusion

7/29/2019 understanding inclusion

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Understanding inclusion

Issues:

Challenges and barriers to learning Approaches toteaching and learning

Functional Skills

Resources


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Equality, diversity and inclusionVisual aids Consider colours and their effectiveness. Write

clearly in a legible style of writing. User

expressions such as wipe board and chalkboard

rather that whiteboard and blackboard.

Learning aids Offer alternative formats, i.e. electronic, paper,

large print, Braille, whenever possible.

Space Ensure coats, bags, etc. Are not left around the

room, ensure there is sufficient space for moving

around the classroom.

Support Ensure that learners needs are addressed, which

may involve using a specialist team of physical

and educational support workers.


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Challenges and barriers to learningThink about your specialism and environment and

consider:

Evaluating the effectiveness ofapproach

Strength of approach in terms ofinclusivity

Analyse how create inclusivity

Understand assessment and functional

skill opportunities Motivation and feedback

Dont forget ground rules!


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Challenges, barriers and attitudes to learning and general

expressions, which means things that hold back learning.

Challenges, in this context, usually mean making learning

difficult; barriers mean things that prevent learning.

Challenges and barriers to learning


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Attitudes are feelings and emotions brought into the

class room by leaner's. As a teacher we want our

learners to work to the best of their ability. Some

learners may present themselves in our classes withmore long term barriers challenges and attitudes.



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Challenges, barriers and

attitudes are often the reason(oroccasionally the excuse!) for notlearning. I cant do this or I've

never been any good at... or Ihate tests and any number ofsimilar expressions can be heardin classrooms up and down thecountry. For teachers, if our

learners are saying things likethis they are demonstrating theirlack of motivation or poor self-esteem.


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We should think, how can I make this easier to

understand? or is there something else behind that

behaviour?

Whatever the cry, whatever the remedy, few people

have a phobia of learning (sophophobia) - many have

challenges, barriers and attitudes which inhibit theirlearning and so their success.


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Challenges and barriers to learningRemember some of the challenges, barriers or attitudes to

learning can be made easier by using DELTA to classify them:

Disability Emotional Language Technology Ability

Mobility

Visual

Hearing

Long illnessDyslexia

Dyscalculia

Mental health

Dexterity

Chronic pain

Finance

Child care or Dependents

Concentration

ConfidenceBehaviour and Discipline

Personal problems

Commitments

Previous experience

Fear of unknown

Peer pressure

Parental pressure

Employer pressure

Stress/worry

Hormones

New surroundings

Returning to education

Poverty

Foreign language

Terminology

Accent

PaceCommunication

Rapport

Basic skill needs

Cultural

difference

Computer skills

Car breakdown

Transport

HeatingLighting

Temperature

Fear of technology

Short illness

Absence

Punctuality

MotivationResources

Support

Study support

Inaccurate advice

Teaching styles

Large classes

Personal skills


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Learning to recognise thesymptoms of these barriers isessential in attempting to resolvethe issues. It returns to the idea

that we should know our learners.

Also, don't forget that people andenjoyment are excellentmotivators. NB - it is usually a

good indicator that you have lostthe interest of your learners if youlook up and they have gone!


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Curing Your Learners Symptoms

Recognise changes in your learners behaviour and make

time to listen to their concerns

Include lots of smaller activities to build and develop andpraise at each stage of development

Offer one-to-one support during group activities

Use nominated questions, aimed at differentiating to meet

learners individual levels of ability, to increase self-esteem

/Cont ...


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Challenges and barriers to learningBefore if gets that far; here are some things to lookout for:

Limited short-term memory

Carelessness in work

Lack of eye contact

Glazed looks

Repeated and persistent errors

Time - management difficulties

Side effects to prescribed drugs

Poor concentration Lack of participation

Constantly demanding attention

Poor behaviour

Poor attention span

Lateness


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Curing Your Learners Symptoms

Vary your teaching techniques to ensure a variety of

auditory, visual and kinaesthetic learning

Offer comfort breaks within longer sessions of work Provide additional or extended work for less able or quick

learners

Offer rewards for good behaviour or good progress

Encourage study skills. Stress key words and when to makenotes


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Approaches to teaching and learning

Teaching and learning strategies will vary according to what

you want to get out of the session, what the learners are ableto achieve within the time allowed, what materials and

resources are available to you, the subject matter you are

delivering, the needs of the learners and your personal style.


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The choice of method will depend on whether you wish to

deliver a formal teaching session in which all learners are

working on the same topic at the same time, a leaner-

centred session, where learners are working on the samebroad topic but using different methods and resources, or

finally a self-study style where learners are working on

different aspects of a topic or even different topics, using

their own style of leaning.


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Approaches to teaching and learningFactors that influence teaching:

How leaner's learn and their preferred learning styles

What the teacher wants to achieve

The subject matter What the learners are capable of achieving

Time constraints

Resources implications

What the learners want to get out of the session Where you will teach

How dependent your learners are


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First of all, you should separate teaching from learning in

order to understand these influences. In short, teaching is

what we do; learning is what your leaner's will do.

Each activity in the classroom will

consist of teaching and learning

activities. These should be

balanced to meet the differentneeds of your learners and to

develop motivation.


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Modern technology allows for a blended learning style which

incorporates traditional and computer based methods. This is

often referred to as information learning technology (ITL) or

information communication technology (ICT).

The use of computer based technology to enhance teaching

methods and resources or develop learner autonomy is

widely promoted.


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The table considers some of the most frequently used approaches and

compares them in the context of teaching and leaning activities.


Activity Value of teacher Value to leaner

Lecture (verbal

exposition)

High focus on teacher activity

Excellent knowledge base

required

Clarity and tone of voice needs

to be clear and interesting.

Can be used to deliver to large

groups easily

Is enhanced by visual aids.

Requires good listening and

note-taking skills

Passive learning

Limited opportunities to

clarify understanding

Appeals to auditory learners

Demonstration Needs to be well organised

before session

Explains difficult parts of the

task when verbal exposition is

not suitable

Opportunities to see, hear

and smell

Allows a task to be broken

down into smaller chunks


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Activity Value to teacher Value to leaner

Group work Less teacher focused teacher

needs to monitor progress to

keep on task

Takes a long time to extract key

points

Suits kinaesthetic leaner's weak and

strong leaner's work collectively

Discussion and debates Free exchange of ideas on agiven topic

Needs careful management to

ensure range of ideas and to

keep on task

Can be used to support other

teaching methods

Develops deeper understanding

Allows ideas to be shared and is anopportunity to value other leaner's

opinions

Suits auditory leaner's

Balanced teacher/leaner input.

Questioning (Q&A) Different styles of technique:

can be call-out or nominated in

style

Need to ensure everyone

participates

Good way of introducing or

summarising a topic

Assesses understanding of topic

Challenges leaner's to think

Nominated styles will ensure everyone is

included in activity

Instant feedback on response

Appeals to kinaesthetic and auditory

leaner's


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Activity Value to teacher Value to leaner

Presentations and

seminars

Similar to lectures with added

dimension of learner activity

Key information presented, then

deeper understanding acquired

through gathering of further

informationHighly motivational

Able to gather key information and build

upon it through their own research

Learners investigate their topics and

present back to their peers

Develop individual styles

Balance of teacher and ActivitiesSuits all learning styles

Simulation, role-play

and practical work

Simulation used for expensive or

dangerous activities

Builds on previously demonstrated

skills

Mirrors work place practice

Can be costly and time consuming to

organise; needs sufficient recourses

for all

Needs to be carefully managed to

ensure skill is practiced accurately

Some learners may feel self conscious

Will promote and develop safe and

healthy practice

Opportunity to practice skills

Ideal for kinaesthetic and visual leaner's

Can experience emotions, feel, taste and

smell

Reinforces previous learning

Can learn from teachers, support workers

or peers.


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Variety in teaching and learning will ensure that you sessions are

meeting individuals needs and are addressing different spans of

attention, as well as being interesting for you and your leaners. By using

a balance of teacher and learner centred activities you spread theresponsibility of learning.


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Activity Value of teacher Value to learner

Game/quizzes Develop competitive spirit

Can be used to open or close

a topic

Useful to keep as a

contingency plan if time

allows or ifyou work well

Fun activity

Suits kinaesthetic learners

Research-style activities Teacher is a facilitator or

resources rather than leader

of learning

Promotes independence in

leaner's

Suits visual and kinaesthetic learners

Case study Develops higher levels of

understanding on a topic

Develops problem solving

capabilities

Develops critical thinking

Enables leaner's to develop opinions

and ideas from a given set of facts

safe analysis which may impact on

later application


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Too many new teachers believe that they should performfor the entire lesson; all they do is exhaust themselves to a

usually passive (and possibly bored) group of learners

The basic strategy for every session should be a beginning,

middle and an end. This will form the structure, and will also

help when you come to plan and prepare for your sessions. By

following this structure you will be demonstrating anorganised approach to teaching and learning.



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Simple structures

Beginning The induction.

Explain what is going to

happen in the session

Setting the scene.

For example:

Verbal exposition

(VE)

Questioning to check

previous knowledge

Teacher-centred intro. Aim

on board and spoken

(Auditory. Visual)

Collect any homework.

Prompt and organised

start, set any rules now

Middle The content.

Move from the known to the

unknown.

Give clear instruction on how

the activity will progress/time

allowed0

For example:

Demo + practical

VE + discuss + game

Balance of teacher/learner

activity.

Visual/kinaesthetic

Leaner-dominated.

Auditory, visual and

kinaesthetic

End Assessment of what has beenleaned.

Conclusion and summary.

Future development.

Fro example:Discussion. Evaluation

Quiz or Q&A

Ending in VE- prep for

next session

Learner-centred.Opportunity to complete

note

Leaner-centred.

Corrected script provides

future notes

Teacher-centred.

Issue homework now


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In order to ensure that you are meeting individuals needs by

using visual, auditory and kinaesthetic teaching and learning

strategies, look at the following lists for some ideas for your

teaching sessions, remembering to include a variety oftechniques.


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Approaches to teaching and learningVisual learning techniqueso Use cards, posters and prompt sheets

o Display session tasks on board

o Write key words on board

o Collate ideas from group activities on board or flip charto Supplement verbal exposition with pictures and diagrams

o Ask questions which exploit visual imagination: What would it look

like?

o Encourage learners to see works/concepts in their mindo Use highlighter pens to annotate work

o Use a glossary of terms in a vocabulary book or poster

o Vary colour, font style/size in visual aids in leaner's handouts

o Number sentences or bullet points


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Auditory learning techniques

o Listen to leaner's (teacher and peers)

o Talk through ideas on posters, boards,

handoutso Ask questions which exploit auditory skills: What does it

sound like?

o Introduce new words through language games

o Give thinking time in group activitieso Use musical connections to words (sing alphabet, use rhyme)


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Kinaesthetic learning techniques

o Use breaks/pauses to get leaner's moving,

even within the room

o Use role play or practical activities

o Put words on cards to be sorted into types

o Write letters on cards to make works

o Use Post-it notes to record questions in lectures or

demonstrations

o Ask questions which exploit kinaesthetic skills: What did itfeel like?

o Provide opportunities for learners to do things


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Functional Skills

Functional skills are a development initiative to standardise

qualifications for English, Maths and ICT. In the past they havebeen known by several different names:

Core skills

Common skills

Basic skills

Key skills

Minimum core


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Functional Skills

Irrespective of the name, functional skills refers to the mastery

of English/Literacy, Maths/Numeracy and ICT/Information

Technology. These are the skills that underpin all learning and

without them learners will struggle to meet the demands of

their qualification, the world of work and life skills.

Functional Skills Qualifications were planned to be fully

launched in 2010. In the interim, existing qualifications will

remain and pilot programmes will gradually introduce the newrevised qualification.


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Functional SkillsEmbedding functional skills into teaching and learning activities

Embedding skills means that functional skills (things like literacy,numeracy and information technology) are taught within themain subject topic in a seamless way.

Integrating functional skills into your teaching mean that youwill set activities which meet the literacy and numeracystandards; they may or may not be in context. By incorporatingfunctional skills into every activity they will become embedded.

Every activity that occurs in a teaching and learning session had

the potential to gather information which demonstrates aleaner's ability against functional skills the level of thefunctional skill will be determined by the complexity of theinformation. The following table demonstrates some examples ofembedded functional skills.


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Functional Skills

A leaner who is listening to the teacher at the beginning of a class is listening for

and identifying relevant information

In a question and answer session the learner will be both listening and speaking, or

if it is a written question sheet they will be reading and writing

By designing a poster for display in the classroom, in addition to the subject matter

the learner will have to:

Calculate the overall size of the poster

Estimate the size of the smaller parts to be attached to the poster

Decide on the ratio and proportion of text, picture and white space

Present information in a visual format

Gather data from a variety of sources the internet, books, magazines, people, etc.

Write text (handwritten or word processed)

Read data sources

Interpret and summarise information

Display image or pictures


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Functional SkillsA catering leaner baking a cake will have to:

read the recipe

Interpret the information into a time plan of work

Calculate the time the task will take

Estimate the size and number of bowls required

Measure the ingredients

Talk to the teacher or support worker for advice and listen to their reply Talk to other leaner's, hopefully about the cake!

Solve problems relating to the planned activity

A visit to a supermarket will require the leaner's to:

Write a shopping list

Calculate the cost of two or more items Compare the price/weight of similar items

Talk to shop assistants/cashiers

Follow basic instructions

Listen to total cost of shopping and give money

Calculate the amount of change needed.


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Functional Skills

A group of leaner's, investigate a topic and presenting their findings to the

group will:

Respond to extended questions on a range of topics

Speak clearly and confidently using informal and formal languageDesign a presentation using IT software

Present information grammatically correct, in a logical order and proof-

read the work

Present information in graphical format

Contribute within the group, engage in discussion about findings,arguments and opinions

Summarise information from a number of sources


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Functional Skills

Functional skills are essential; they will help your leaner's to achieve

and succeed in life. By embedding the functional skills into the

curriculum both you and your learners can overcome the fear of

English and maths, which may have been a barrier to earlier success in

the subject. Sometimes giving something a different label, whilst

confusing the teacher, may side track the leaner into success.


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Resources

Resources are the equipment and aids that a teacher or

learner will use to promote learning. They can be

classified in the same way that learner styles are

classified and therefore a teacher will be able to chooseresources to meet individual needs (differentiated)


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Resources - Some examples of

resources and their link to learning

styles.Visual

o Boards chalk, wipe, chart or electronic

o Printed handouts, overhead projector (OHP), posters

o PowerPoint presentation with note style handout(auditory + visual + kinaesthetic)

Auditory

o Tape recordings

o Video/DVD hearing + sight

Kinaesthetic

o Models

o Games


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Resources Purpose of Using

Resources Increase understanding

Reinforce key facts

Create deeper learning

Motivate

Variety

Effective use of time

Simplify ideas


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Resources - Boards

Includes chalk boards, white or wipe boards, flipcharts andstands, electronic boards.

Chalk boards are a little outdated now due to the dust they

create, but may still be found in some teaching venues. Morecommonly, you will see the dust-free wipe boards or flip

charts and stands.

On a safety note, beware of the fumes that are given off bysome permanent pens. More and more often you will see

electronic or interactive boards in rooms.


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Overhead projectors (OHPs) are used to display overhead

transparencies (OHTs). They are common in most areas and

there are portable varieties for those working in community

based venues. The skill in the use of the OHP is in the creation of

professional OHTs. The modern equivalent is the laptopcomputer and a portable or ceiling-mounted projector.

Resources - Projectors


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Resource - Handouts

Handouts are the most commonly used resource due to

availability of photocopying and printing facilities. Their

versatility makes them useful in the classroom as information

sheets, records of key words, aides-memoire, question sheets or

notes pages. When creating a handout, the teacher should

always consider the purpose of the resource:


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Resource - Handoutso Is it to be used to support the session or as additional

information?

o Are learners expected to write on it?

o Does it need hole-punching to put into files?

o Would it be better with pictures?

o Does it comply with copyright guidance?

o Is it user-friendly and does it respect equality of opportunity?

o Is the writing eligibleo Will learners read it or just file it?

o Would coloured paper or coloured font make it clearer to

read?


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Resource Model and Games

These offer visual and kinaesthetic learners the opportunity to

see or feel an item.

A model is three-dimensional and can be a tactile way oflooking at something


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Resource Audio visual resourcesFor example, DVD, video slide shows. These are frequently

used resources and offer good ways of visualising an activity

or initiating discussion. They are usually of a high standard. If

recording items from the television or radio, you should

ensure that you have the necessary permissions for use.

Again, as with teaching with learning activities, the success of

resources will be variety: variety in terms of resources used

and the way in which the teacher uses them, but also in termsof meeting needs of learners.

Documents

understanding inclusion