Unit_2_Ctlls_Preparing_and_Enabling_Learning

It is important in our centre that we create an Inclusive learning environment. This means that we comply with equality making sure that all learners have the same learning opportunities and we do not discriminate because of gender, race, religion, ethnic origin or disabilities. To create this all inclusive learning environment we have to build relationships with the surrounding community based on trust and care, which means no prejudice or discrimination can exist and the learners must feel able to say what they want and need from us to allow us to support and cater for all and allow us to identify any learning barriers that we can then reduce or remove. The use of ILPs are also useful for helping to plan an inclusive learning environment as we can identify individual learners’ needs and work to support these. With the information highlighted in assessments and diagnostics, a scheme of work can be developed which meets the learner’s identified needs and maps to the curriculum. Topic areas can be agreed and with this, activities can be planned using session plans. The scheme of work can be used to develop a session plan which identifies the aims and outcomes of the session and includes timings, planned resources and activities and types of delivery methods. Assessment is an important part of the session plans too as this shows progress and evaluation. This can also help plan the next session. Session plans can be adapted to suit the individual needs of learners by taking into consideration the different levels of competencies, and skills needs. This means activities can be planned to suit the full range of learners and maintain their interest and motivation, by considering their prior knowledge, current skills levels and preferred learning styles. Also discussion with the learners to identify what they want from a session helps to make it an inclusive learning environment by deciding on the session target and activities to include to reach the target. Then activities can be planned to include this full range of requirements so that all learners have the opportunity to work to their preferred learning style on subject matter relevant to them at a level that challenges them but to an acceptable level. A variety of delivery methods can be used depending on learners preferred learning style so a kinaesthetic learner will learn better from a hands on practical approach like as completing activities such as a written exercise, an audio learner will benefit from a speaking and listening exercise and can learn well from one to one or group discussion sessions and a visual learner will learn from visual aids and techniques such as text and images in handouts and workbooks. To ensure an inclusive learning environment it is a good idea to plan a blended mix of all these learning styles to aid learning for all. It is important for learners to get the opportunity to provide feedback as this shows how a learner thinks and feels their learning has gone. It can identify what worked well, and any areas they may suggest for improvement which we can act upon and improve for learners to help them achieve their full potential. When learners get the opportunity to provide feedback it can also demonstrate that learning has taken place. In our learning centre, there a quite a few opportunities and methods to collect feedback from learners. Question and answer sessions are also a valuable opportunity for a learner to give feedback. Feedback is also gathered throughout the learning in course notes and reviews as well as an end of learning programme review and gives excellent opportunity to discuss any issues with their learning. We also leave comment cards on the desks and a graffiti wall for learners to put their comments on which works really well.