Wandsworth Lifelong Learning

Understanding and using inclusive teaching and learning approaches in

education and training

Wandsworth Lifelong Learning• The purpose of this training is to enable you to

understand teaching and learning strategies and approaches in lifelong learning, and how to use these to meet the needs of learners.

• It includes how to create a learning environment that engages and motivates.

• You will learn how to plan, deliver and evaluate inclusive teaching and learning

CAN WE PUT THIS IN PLAIN CAN WE PUT THIS IN PLAIN ENGLISH PLEASE?!!ENGLISH PLEASE?!!

Objectives for Today

To DESCRIBEDESCRIBE the features of inclusive

teaching and learning

To COMPARE COMPARE strengths and limitations

of teaching and learning approaches used

in your own area of specialism in relation

to meeting individual learner needs

To achieve this we will….

Introduce the concept of Learning Styles – how people learn

Raise awareness of the importance of Active Learning

Link active learning strategies to Domains of Learning

What are the features of inclusive teaching and learning?

Write your own ideas on post it notes

Then gather together as a tableCan you come up with a

description/sentence? Can you list the key features of

inclusive teaching and learning?

Did you include…….Equal Opportunity

ActiveLearning

Varied Teaching Styles

Varied

Learning

Styles

Individual Needs

Learner Centred

Differentiated

Accessibility

Meeting

specific

learning

needs

Aware ofBarriers

and Challenges

Stimulating and Engaging

Motivational

Any others?….

Inclusive Practice is where a teacher uses a range of strategies and

approaches when planning in order to teach everyone regardless of barriers.

(Turner and Whiting, 2014, p49)

In Plain English? Tutors need to be think about…..

Teaching Strategies –

How do teachers teach?

Learning Strategies –

How do learners learn?

AIM: To be able to meet the needs of all the class

Aspects of Inclusive Learning

EFFECTIVE TEACHING occurs when there is:

•Involvement of all learners in the learning process irrespective of individual differences

•Implementation of effective DIFFERENTIATED delivery or teaching styles

DifferentiationDifferentiation Recognising

learner’s individual differences

Inclusion through Differentiation

How do you do it?

Setting different learning outcomes – must, should, could

Varying teaching

methods/learning

activities

Adapting Resources

Providing relevant support

Varying Assessment TypesAdjusting Questions

Peer teaching/learning

A few learner scenarios……

How might you aid these individual’s learning?

1.Mohsin has difficulty concentrating in group

activities

2.Carly struggles with note taking

3.Marco has a visual impairment

4.Everyone calls out answers at the same time

5.Sadia gets bored in lessons but always produces

really good pieces of work

What is Learning?

Can we come up with a definition?What does it involve?

Learning- a simple definition

A range of processes leading to a long-lasting or even permanent change in behaviour

……………..but how does it happen?

Learning

A change must occur – before and after the learning event

Change in behaviourNew Knowledge, Skills, Attitude

‘A relatively permanent change in behaviour as a result of experience,

training or practice.’Reece and Walker (2003) Teaching and Learning: A Practical Guide

How does learning occur?

People learn in different waysThink back to when you received your first

mobile phone, a DVD player, new television or something else

DISCUSS - Did you read the instructions first, did you ask someone to show or tell you how to use it, or did you jump right in and start using it not knowing what you were doing?

http://www.youtube.com/watch?v=fQYW6vYSGXs

V = VisualA = AuditoryR = Read/WriteK = Kinaesthetic

Fleming (2005)

Fleming (2005) VARK

Fleming stated people can be grouped into four styles of learning: visual, aural, read/write and kinaesthetic (VARK)

Visual – seeing and lookingAural – listening and talkingRead/write – reading and writingKinaesthetic – doing

Learning Styles; a health warning!

There are many learning styles tools available – some free and some expensive – which claim to be able to “diagnose” your (or your students’) unique approach to learning.

Learning Styles: a health warning!

The assessment tool may be a ten-minute on-line quiz or a 200 question questionnaire. You may discover that you are:a right-brainer or a left brainera pragmantist, theorist, activist or reflectora visual, kinaesthetic or aural learner …..and so on

Learning Styles: a health warning!

In-depth academic study (2006) Prof Frank Coffield noted:

“ …. serious conceptual confusion…..” “ … a lack of accumulated theoretical knowledge …”“ … deeply confusing even for the psychologists attempting to make sense of it.”

It is thought that everyone uses several different senses to take in new information

Some people have preferences or strengths in one mode

Sometimes we may find it difficult to take in information in one particular mode

It is helpful for us to know so that we can be more aware of a particular way learning preference

ACTIVITY - How could you cover all learning styles when teaching your subject?

Fleming (2005)

How do Tutors teach?

We can know about the learning styles of our

students but what do we need to think about in

terms of facilitating inclusive learning?

How to bake a brownie!

Look at the activity ideasDecide which you think is the best way to

teach a class how to make a brownieRank them from top to bottom

Retention of learning

Studies show that over a period of three days, learners remember:10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say 90% of what they say and do Pike (1989)

Learning Preferences

When you hear lots of information you may find it difficult to remember it all

If you can see something taking place that represents what you hear, you will hopefully remember more

However, if you actually carry out the task, you will understand the full process and remember how to do it again

Active Learning

Active learners - recognise that they have to take responsibility for their own learning, to some degree. This leads to DEEP Learning

Passive Learners – rely on the trainer / presenter to “give” them skills/ knowledge / understanding.

Active Learning

“I hear – I forget, I see – I remember, I do – I understand “Chinese proverb

Why should we encourage active learning?

3 Learning Domains

1. Cognitive domain = the head - intellectual capability, i.e., knowledge, or 'think'

2. Affective domain = the heart - feelings, emotions and behaviour, i.e., attitude, or 'feel‘

3. Psychomotor domain = the hands - manual and physical skills, i.e., skills, or 'do'

Bloom (1956)

Learning Domains

New knowledge = Learning in the cognitive domain

New attitude = Learning in the affective domain

 New skills = Learning in Psycomotor domain

We need to be sure the teaching strategies and activities we choose fit the domain of learning

What are the domains of learning?

Psychomotor (Skills)

Cognitive (Knowledge)

Affective (Attitude)

higher

lower

Intellectual skills and abilities

Learn byFeelings, values,beliefs

Learn byDoing/Motor Skills

Learning Domains Sid wants his students to learn how to build a

wall…

Lecture alone will not be enough….

Thinking about a course you deliver - consider which learning domain/s are key:

Knowledge which your learners have to acquire

Attitudes which your learners have to acquire

Physical skills which your learners have to acquire

Teaching and Learning Strategies?

All ‘classroom’ activities should consist of:

TEACHING - What the teacher doesLEARNING - What the learners do

A balanced approach should be adopted to meet the different needs of learners, to engage learners in a motivational way and to encourage autonomy

What are teaching and learning strategies?

Activities /methods planned to aid learning, involving a group of learners or individual learners. E.G.

Teacher talk / explanation / lecture…. A homework assignment / project ….

Teacher demonstrates a skill…..

List 5 more….

What are teaching and learning strategies?

You may have mentioned:Online quizzes….

Discussion in small groups ….

Thought-shower ( whole class) ….

Exam / test in timed conditions….

Games ( problem-solving / decision making…)

What are teaching and learning strategies?

orReading…..

Peer teaching / peer checking ….….

Practical work e.g. in a salon…workshop…….

Role play ……….

Tutorials – one to one with teacher …..

Teaching Methods ( strategy)

Teaching Strategy (Method)

Suited to what?Subject, group, style of learner

Strengths Limitations

Think about a course you deliver and identify :

Some aspects of inclusive practice that you need to be aware of in your teaching.

Strategies you can use to ensure that learning is accessible to all learners  How you try to ensure that no learner feels excluded.

IdentifyNeeds

Planning Learning

FacilitatingLearning

AssessingLearning

Quality Assurance/Evaluation

Gravells.A (2012,p10)

Reflect on how you are promoting inclusion at every

level

Summary

You should now feel able to …

1.Describe features of inclusive teaching and learning

2.Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs