Understanding Inclusive Learning and Teaching in Lifelong Learning

Form 2Assessment front sheet and feed top record PTLLS Level 3/4 Unit No Learner send for Enrolment number Date issued Date submitted I confirm that the evidence for this unit is authentic and a true representation of my own work. Learner signature Date Feedback Continue on a separate sheet if necessary, see overleaf Tutor/Assessor/ stigma and IQAs signatures (IQA if sampled) mustiness appear on the following page. Learners do not complete this box Feedback Continued from previous page) Marker/Tutor/Assessor name Grade Date Resubmission date (if referred) Grade Date IQAs name (if sampled) Date Understanding inclusive acquire and article of faith in lifelong learning I postulate delivered a teaching session covering for a retainer on sick leave. It was the first fourth dimension I had worked with the assembly within which there was an ESOL scholarly person, a learner with dyslexia, a learner who receives learning project and a learner with disruptive tenden cies.I am writing a journal entry for my professional ontogeny file which is presented according to the defends of the teaching cycle (See Figure 1A The teaching cycle, Wilson, 2008, p15). This text is an compend of the learning and teaching strategies used with an evaluation of the effectiveness of your approaches to learning and teaching in meeting the needs of learners. Also, this text is an analysis of how I selected resources to meet the needs of learners with an explanation of how I weed assessment opportunities that met the needs of learners.It has been a great gainsay to deliver a unique teaching session to these learners for the first time. To ensure teaching to be effective, I shake followed the teaching cycle mentioned earlier as follows the Identify need stage the Design stage the Implement stage and the Evaluation stage. * The Identify need stage Before the session day, I have gathered as much information as accessible, related to the all group of learners (i. e. umber of students, universal behaviour of the group, etc. ), the programmes progression (In this instance, based on an existing standardisation I have found out what had been taught previously and what I had had to teach. ). During the session, I started by introducing myself to the group with an explanation of the reasons why I was standing in front of them. This alterd the learners to acknowledge me as their teacher and get ready for the session.Then, I did a diagnostic assessment through an ice-breaker to ascertain the learners had prior knowledge of the subject to be taken, to set their preferred learning styles, to let them to choose a food colour (The colour was used as compositors case for a power point presentation and prints on pastry report to help the dyslexic learner. ) and to enable them introduce each other. I skipped the information, advice and guidance (IAG) procedures because the course is standardised and the group has attended few sessions with my colleague in the past. The Design stage This stage was important because To fail to plan is to plan to fail (Petty 2004 422). I did not need to create a scheme of work because my colleague was expected to return back to teach the next sessions. I prepared a session plan to reflect how I would create an inclusive teaching session. I created hand-outs (In this instance, I used on side of coloured pastel paper to suit the dyslexic learner) and power-point presentation which promote all aspects of society, equality and diversity.I had a contingency plan in case anything has gone wrong. Having taken into account the fact that their learning needs, learning styles and learning goals were quite different, I planned for a differentiated delivery to address individual differences. I included small group work to suit kinaesthetic learners and weak learners (In this instance it is about the ESOL learner and the learner who receives learning support), banter to suit auditory learners and simulation to s uit visual learners. * The Implement stageAfter discussion with the learners, we agreed and established maroon rules to promote good behaviour and respect for everyone in the group. Soon after the ice-breaker activity, I used some other activity to negotiate with the learners, ground rules which banned disruptive tendencies expressively. Each rule of the ground rules was written by one learner on a single A4 paper visible during the session. Like the other learners of the group, the learner with disruptive tendencies felt included with the opportunity to take ownership, then, followed the rules.I avoided favouritism and positive discrimination. I ensured to comply with the compare Act (2010) and to include all learners in the session. The ESOL learner was allocated extra time to complete tasks. The learner who receives learning support had the opportunity to work collectively with other learners of the group. To meet the needs of the dyslexic learner, the chosen colour of the gro up was used on hand-outs and as the power-point slides font.