Ptlls_6302

Briefing Document Inclusive Learning: Aspect of inclusive learning: Inclusive learning is involving all learners regardless of their needs, culture, gender, ability or learning styles. You must treat everyone as an individual equally and fairly without directly or indirectly excluding them. Everyone will be different and you have to recognise and understand those differences. Some learners could feel excluded during your session if their needs are not met. You should strive to give each learner a sense of worth. Therefore you need to know in advance what their needs are by either initial assessment or induction process. Inclusion is also about attitudes as well as behaviour and learners could be affected by words or actions of others to overcome this you would set down ground rules which could be negotiated or Non-negotiated. These can be either trainer lead, organisation lead or learner lead. For example you can put learners into groups and give out flip chart and ask them to come up with the ground rules, Some rules are mandatory like health and safety. Using learners names when talking to them will help ensure they feel included. How to Motivate and engage learners in an inclusive learning environment You will need to be aware of what motivates your learners as their willingness to learn will affect their learning and behaviour during your session. Just because a learners is on the course does not mean he/she will be motivated as he/she has been told to attend. You could use the following example to motivate the learners • Ask what,why,who,where,when and how questions as these require the learner to answer more detail than just saying yes or no • Set clear and manageable targets for the learners • Treat each learner as an individual and show them respect • Give constructive feedback on a on-going basis • Do not create intense competition • Make activities interesting , practical and relevant You could always relate to Maslow hierarchy pyramid to help your learners motivation but make sure you create and meet your learners first-level need. This will enable them to feel comfortable and secure enough to learn and progress to the higher levels Establish ground rules with learners and why this is done in teaching and learning Ground rules are boundaries which learners can work and learn in a safe manner .they reinforce the appropriate behaviour and respect that everyone including the teacher should a hear to so the session can run on time. If you don’t have ground rules set problems can occur which could upset the session. It best to set the ground rules preferably after the ice breaker because everyone is at ease with each other. Ground rules should be negotiated and not forced on to the learners as they will take ownership and will stick to the rules more stringent. There will be ground rules that can’t be negotiated or discussed an example of theses are • Health and safety • No smoking • Mobile phone policy • Respect for others Some ground rules that could be negotiated are as follows • Tea breaks timings • Dress code • No eating or drinking during class Whatever method you use to make the ground rules they should be tutor lead, learner lead as they will take ownership of the rules and also make sure the ground rules cannot be misinterpretated, ways to maintain the ground rules is to keep them visible at all times and if any learners cross the boundary it can be used as a reminder to the learner that they agreed the rules. You should always ask them to apologise. The good reason for learner lead ground rules that if a learner breaks a rule his/hers peer might reprimand them before you need to. Giving constructive feedback to motivate learners Feedback is a two-way process it used for a discussion to take place to clarify any points. It can be giving in written or verbal informal or formal but it must be precise and relevant all constructive feedback should start with a positive, negative and always end on a positive. When giving feedback try change the “but” to a however. It also gives you an opportunity to ask for feedback from your learners to see if you can improve on your skills. The advantages of constructive feedback are • Gives the learner/teacher a chance to clarify an answer that has not been fully documented and also gives the learner and chance to clarify if he/she read the question right • Helps the learner progress rather than failure • If the learner has not got the required standard it allows the teacher to offer the learner opportunities or any action required • Can help confidence and motivation Provide opportunities for learners to practice their literacy, numeracy and ICT skills Not every learner that you will encounter will have the functional skills. The teacher will have to embed the functional skills as you deliver a session for example Numeracy you could use the 24 hour clock as well as the 12 hour clock, any handouts that you are using you could number the points instead of bullet pointing them you could also give conversion charts or tables if using measurements. Literacy reading, writing, language you could use picture handouts instead of written handouts. Setting tasks before learners read. You could also use activities so the learners don’t realise they are learning theses skills for example asking questions, doing quizzes and getting the learners to do research on the own. Being able to offer some basic strategies for developing accuracy, for example, Look, Say, Cover, Check, spell check, use of dictionaries. allowing learners with difficulties with note-taking, for example, learners with language difficultly you can give copies of course notes. ICT identifying and encouraging the opportunities ICT provides to develop literacy, language and numeracy skills using a wide range of up-to-date technologies, for example, Smart boards, C.B.T Turning point All of the above can be used to motivate learners, using ICT purposefully, for example, to complete an assignment. ICT, however, covers a much wider range of technologies than computers and computer-related hardware and software. Information and communication technology may also include: Digital cameras, camcorders Interactive whiteboards Digital television, video, audio Mobile phones.