Learner Name

Emma Jones

Submission date

19/06/2021

Inclusive teaching and learning is the approach taken when you use strategies that ensure all your learners, whatever their differences, are supported and engaged in lessons. Inclusive teaching and recognising that every learner is different will underpin all that I do as teacher and requires me to treat learners as individuals, taking into consideration their specific needs, preference and backgrounds and behaviours. 

Key Features;

Teaching and Learning Approaches – Developing learners wider skills & learning domains: Cognitive, affective & psychomotor domain

Ways to Establish ground rules with leaners

Ways to enraged and motivate learners 

Creating an inclusive teaching and learning environment using resources and additional support 

Approach

Strength

Weakness

Demonstration 

Effective for small group sizes 

good for teaching skills 

Not so good for larger groups unless enhanced by technology

Some aspects of demonstration may be difficult to see 

Quiz

Can  be a fun way of engaging the learners with a little healthy competition 

Can be perceived as a test 

Need to consider impact on less confident learners 

Discussion 

An engaging way to draw on learners knowledge and views 

More vocal learners may dominate

Debates 

A good way of engaging learners 

Learners develop verbal Skills 

Requires skilful classroom management 

Why is it important to develop language

Ways to achieve this in my current/proposed teaching area

Teachers and students use spoken and written language to communicate with each other–to present tasks, engage in learning processes, present academic content, assess learning, display knowledge and skill, and build classroom life. 

Communication - Presenting findings to the group – working collaborative in small groups

Why it is important to develop Mathematics

Ways to achieve this in my current/proposed teaching area

Working with percentages

Calculating the percentage increases or decreases in promotional offers such as discounted treatments 

Why it is important to develop ICT

Ways to achieve this in my current/proposed teaching area

The use of ICT has become essential in every day classroom teaching and learning. It's use gives a chance to teachers as well as students to increase the quality of education and meet the requirements set by the coeval knowledge society. ICT has become essential tool for educational change and reform. 

communications via e-mails, use the web in researching and locating resources, create online groups and build wikis, participate in online collaborative activities, and apply technology-enhanced/web-based lessons in the classroom. 

Why it is important to develop Wider skills

Ways to achieve this in my current/proposed teaching area

Using a computer spreadsheet to create graphs 

Letter Writing

Using publishing software

Communication, Presentation 

Working with Others - Teamwork

Learners create a graph and spread sheet based on the number of customer bookings they have had each month along with with treatment carried out and the cost of treatment – this helps with business forecasting, client spend and analysis 

Writing a letter to confirm booking of treatment along with booking terms and conditions, date, time and cost of treatment 

Creating a poster regarding COVID policies and practices within the home salon or workplace 

Communication - Presenting findings to the group – working collaborative in small groups. These wider skills will enable learners to contribute further to scenarios at work, as it will prepare them to understand and participate in discussions, interpret pieces of writing and instructions, as well as helping them to put their point across clearly.

Focuses on teamwork, planning,organising, and working with a group

Justify how your teaching and learning approaches meet individual needs. 

Every teacher needs to realize and believe that all the learners who are pursuing the particular course need to acquire equal education, experiences, and prospective aspirations from their course. But the learners are presented with varied dynamics. So it's very much crucial for the teacher to meet the requirements of each learner without any discrimination. The cycle of Teaching, Learning, and Assessment is usually compelled for a practical model of teaching and is beneficial to assimilate a perpetual ongoing assessment besides passing through the numerous phases of learning (Gravells, 2017).

Since the Lash and Brow courses are also practical ones, the learning approaches need to be both observational and interactive to make sure that all the learners are gaining equal knowledge. For example, a session can begin with a verbal trial that will empower an indication of what can be the prominent learning styles of a particular group. The teacher can also ask the students to ask each other questions regarding Lash fixing or brow setting. Such approaches will act as an icebreaker and will also indicate the expectations of the students, i.e.; what they want to learn or focus on(Morgan, 2019).

A variety of hands-on demonstrations can be used for promoting discussion and then the teacher can move to PowerPoint presentations and furnish them with real-life experiences.

The session can be finished by illustrating various scenarios for reviewing in small groups and getting feedback from all. Such an individual tailored program will ensure that the students retain their interests and feel valued (Hidayat, 2020).

Justify how your resources meet individual needs.

Justify how your assessment methods meet individual needs.

Assessments can provide evidence of learning

All assessment methods should be situated to the level and ability of the learner.

A system of well-constructed formative and summative assessments allows students to demonstrate their abilities and knowledge and then reflects how close they are to meeting educational goals and standards. Evidence from assessments can be directly beneficial to students. 

There are many ways of assessing a learners knowledge and understanding of a topic. 

Formal & Informal Assessment Methods 

Formal; Assignments, Case studies, Essays, Observations, Tests, Written Testimonials, Professional Discussions & Questions

Informal; Discussions, Peer and Self Assessment, Role Play, Practical Activities

This can be in the form of a practical assessment, case study, written assessment or an exam.

Identifying and meeting individual learner needs boosts their morale and encourages them. In some cases, the learner does not gain much from mass instruction. As such, when the teacher provides individually prescribed instruction (IPI) it significantly helps many learners to understand and grasp educational concepts. 

Assessment methods can be adapted to meet individual learner needs in the following ways: Learners with dyslexia can have extra time to complete the assessment. ... Learners with dyslexia may find multiple choice questions easier to read, or questions can be read out to them 

Some Examples of of meeting learners needs; 

• Adapting or providing resources and equipment for a learner who is partially sighted

• Adapting the environment for a learner who is physically disabled

• Allowing extra time for a learner with dyslexia 

• Arranging to use another language such as British Sign Language with a learner who is partially def

• Using different assessment activities to suit a individual learning preference

For assessing my students I will be using both Practical and theoretical, internally and externally assessed assignments througj demonsation, pratical assement and coaching. 

The key to teaching topics that learners may find difficult or which they are unwilling to engage with is to consider the use of innovative teaching and learning methods.

Learners may arrive in the classroom tired, reluctant or uninterested in the topic I have planned. It is my role as a teacher to find ways to overcome this. This might be through the use of incentives such as an early break or less work to do for homework if work is completed in the class or how I plan the lesson to make it interesting and engaging. 

Examples;

Asking learners to write a poem or song of  summering key points of the legislation

Asking learners to create a poster , either on the computer or paper outlining COVID protocalls in the work place for staff and customers 

Asking learners to act out a scenario where health and safety legislation was not adhered to 

Setting ground rules at the commencement of a course is an important way of ensuring that individuals within a group feel safe and supported throughout their learning journey. 

Sometimes rules are enforced such as health and safety rules, but some rules are negotiated, for example, break times or the use of mobile telephones. In the adult environment it is recognised that negotiated rules and behaviours are much more likely to be adopted than rules which are enforced. 

Non-negotiable;

• Health & Safety Rules within the classroom environment 

• Equality & Diversity – treating others fairly

• Arrive on time, prepared & listening when the teacher is talking  

Negotiable; 

• Break Times

• Mobile Phones 

• Groups they wish to work in for specific tasks 

There are a number of reasons why negotiating rules is the preferred approach for setting rules with learners. 

It gives them a sense of ownership of the rules, they feel their views are important, the learners are more likely to adhere to them. 

One way to establish ground rules with your learners is where you both you and your learners work together by a process of discussion and negation. This enables your learners to recognise what is and not acceptable, giving them a sense of ownership and responsibility. It also enables learners to begin working together as a group and encourages aspects such as listening, compromise and respect for others.

Alternately, your learners can write down the rules individually, then discuss in pairs and join into fours to create a poster or a list on flip chart paper.