Pttls_Unit_403

Assignment 403 Understanding inclusive learning and teaching in lifelong learning 1. The term inclusion is used in a wide variety of contexts. It can focus on social inclusion, or on equal opportunities in all areas of life, whilst for others it highlights a possible need to overcome lack of ability with computers and current digital applications, or with reading, writing and use of maths. We all expect equality in one form or another, the diversity in our classrooms today reminds us that the learning environment should be about ensuring that all students are treated fairly and not discriminated against, regardless of Religion, Race, Gender, Disability, Age or Learning needs (i.e. Dyslexia, Dyspraxia, etc.). For example someone from an ethnic background who may have English as a second language, may also have a learning difficulty such as dyslexia. Another student who may be enrolling on a course some years after leaving mainstream education may be overly conscious of the age difference and perceived ability between themselves and other students. 2. As a tutor it is important to identify as soon as possible any individual needs of students. This could be done by using a number of methods such as, induction, interview, conversation, written assessments or questionnaires. From these assessments It should be possible to identify students’ needs and create an inclusive learning environment for them, using a variety of methods that would help each learner feel at ease and part of the group, this could be by:-     • Supplying hand-outs at the beginning of the lesson (possibly on coloured paper)     • One to one instruction or homework     • Visual or audio aids (considering seating arrangements)     • Allowing recording aids (with the consent of the group)     • Providing the following weeks course work (allowing more time for research)   • Having an informal approach to allowing students to leave the room when required without having to ask or alter break times   • Ensuring that the learning environment is suitable' Are the tables the correct height for wheelchair users' Are seating arrangements flexible' Are lighting, acoustics, and distance from the lecturer, acceptable' Are there any distractions that you need to combat such as other students passing the room' Are welfare facilities and emergency access easily accessible'   • Remembering to be professional when delivering a course and avoid stereotyping students on first impressions. 3. Abraham Maslow (1954) determined that all students have certain basic needs that need to be satisfied in order to become motivated and receptive in a learning environment. This is known as ‘Maslow’s hierarchy of needs’. These needs are divided into the following areas; basic needs (e.g. physiological, safety, love, and esteem) and growth needs (cognitive, aesthetics and self-actualization).  Maslow’s ‘hierarchy of needs’ The lower level basic needs must be satisfied before being able to progress and meet higher level growth needs.  Once these needs have been reasonably satisfied, it can be possible to reach the highest level called self-actualization. For example a student simply being hungry, tired or cold can be hampered in their ability to feel comfortable in the learning environment, so allowing time to eat, to relax and by ensuring a comfortable classroom environment their basic physiological needs can be met. Students also need to feel safe in an environment free from the fear of bullying or intimidation. If this need is not met the results could be anxiety or even ‘fight or flight’, this could also disrupt the needs of other members of the group as well as that of the individual. Every person has the potential to move up the hierarchy towards a level of self-actualization.  Unfortunately, progress is often disrupted by failure to meet the basic lower level needs. Also experiences such as loss of a job or the breakdown of a relationship may cause an individual to fluctuate between levels of hierarchy. 4. All students are different when it comes to behaviours and respect for others. Agreements have to be made about the behaviour expected in the classroom. Ground rules are mutually agreed arrangements between the tutor and the students which ensure that the views and needs of all students are valued and appreciated. Students need to know what the teacher expects from them and what they can expect from the tutor during the course. They need to know where the boundaries lie and what will happen if they do not adhere to the boundaries. These rules have to be established by careful thought and expressed clearly. They also have to be enforced consistently. Ground rules can be set either by the tutor or by the students and tutor together. Some ground rules can be established by having a group discussion, although some are non –negotiable such as safe working practices. It is best to have the ground rules mutually agreed so that both tutor and students have an opportunity to put their views forward; and they must be achievable. Once everyone’s views are considered, a set of rules that suit everyone can be agreed. Students are more likely to be committed and willing to adhere to these rules and they are less likely to be broken if they have been agreed by the group itself. It will instil positive discipline and maximise learning as the rules were set up with them and not enforced upon them by a tutor. As a tutor, my ground rules are to be fully prepared for the class to be punctual with start and finishing times for each session. I would also make sure to be non-judgemental, not to put anyone down, also to encourage the students, to assist in team work, help to ensure course completion. It is also important to be professional and honest at all times. Ground rules that could be agreed with the students could include: respect for other students and staff and the college facilities, to be punctual, to exercise confidentiality, be honest, cooperate with equality of opportunity, to listen and learn, do not interrupt others, all mobile phones off or set to silent, no abusive language, and to use self-control. After ground rules are agreed, they will have to be written down and distributed to every member of the group, a copy could be displayed in the classroom and referred to through the length of the course. Also it has to be agreed with the class how the tutor will react if rules are broken. Students have to be made aware of what actions will be taken and any disciplinary procedures that would be exercised. This will create a safe and respectful environment in which all participants will have the opportunity to benefit from the learning experience. 5. There are many ways of giving feedback; it can be formal or informal, oral or written, graded and evaluative, in every case it should be able guide and motivate the learner. Feedback is ineffective if it does not commend what is good and provide comments in the feedback that would help the student develop or strengthen any identified weaknesses. Graded or evaluative feedback needs care when being used as there are disadvantages to these methods. For example they typically depend on a single measurement i.e. 75%, they may compare students to each other and may encourage competition, include little or no feedback on elements performed well, it can stifle learning, it is really only useful as summative feedback. My preferred method is one to one verbal feedback which is recorded and includes a clear action plan for improvement and development. Feedback should be given as soon as possible after the event if not straight away, I prefer one to one situations where the student can be confident that anything said is not within earshot of others, that way they can be made to feel comfortable enough to open up and a dialog can be developed. I start by thanking the student for their efforts and asking the student how they feel they have performed with the task. Generally they focus more on where they feel they could have done better; we are all our own worst critics! It is important then to listen to what the student is saying as this can be used to encourage and to improve their confidence with commendation and praise. Feedback should always start positive, ‘I think you did well with that task’ and a balance between positive and negative comments achieved, also end on a positive note. I always give no more than three actions arising from the assessment so the student isn’t overloaded and get the inference that it was a poor performance on their part. The feedback should also refer to the criteria so that the student understands why they are being asked to do the work. Feedback is designed to help the student progress and improve their current performance and should be delivered with this in mind. Written feedback should include comments rather than lots of ticks, sparing use of red ink and crosses, and should be clear and legible, written in a way that the student can understand. 6. Literacy, numeracy and ICT skills are prevalent throughout the course that I run; there are lots of opportunities to embed all these skills in the theory that is delivered for underpinning knowledge in Motor Vehicle technology. The students need to take notes and develop workbooks to use in future reference for exam preparation. I also set assignments for the students to research various topics such as how various components function as standalone components and relative to each other. The theory also includes calculations such as working out engine cylinder capacity which involves the use of various formulae. Various aspects of ICT are also used a lot in the course, for instance with steering geometry there is a lot of foundation work needed prior to covering the actual calculations and settings. I covered this by asking the students to research criteria on the internet and various web publications as a precursor to my delivery in the classroom. This went well as they were then familiar with phrases and terminology used in the geometry calculations, also using Office programs to record their findings. Numeracy, literacy and ICT skills are also used in the preparation of work based learning evidence for assessment for VCQ purposes. Evidence can be emailed to the assessor for pre-assessment and feedback. Numeracy, literacy and ICT Functional Skills are also part of the apprenticeship framework and have to be achieved along with the technical certificate and VCQ. My tutor group includes a mature student who came on the course with little experience with ICT, in the short time that he has been on the course his skills have already improved considerably. Conclusion I feel that the research for this assignment has helped a lot to consolidate the various aspects of teaching covered so far. It has helped me to focus on which areas I need to apply the things learned; setting ground rules at the start of the course for instance. Also how to motivate my students throughout the course using formative feedback. References Francis & Gould 2013. Gravells 2008. Brookheart 2008 Gravells A (2011) Preparing to Teach in the Lifelong Learning Sector. Exeter.Learning Matters