Effective Learning Strategies for Students

This report summarizes the importance of learning for students' growth and development. It highlights various areas of learning such as numeracy, literacy, social studies, world languages, arts, and community engagement that need to be developed. Effective teaching strategies, communication methods, and management are crucial in improving all learning areas. The report also emphasizes the role of observation and instructions in making effective decisions about student improvement.

The Roles of the
Teacher

TABLE OF CONTENTS
INTRODUCTION ..........................................................................................................................3
PART A...........................................................................................................................................3
1 Identification of data sources used by teacher for addressing small group of learners with
special type of needs. .................................................................................................................3
PART B............................................................................................................................................6
1. Ascertaining the teaching and learning strategy utilised by teachers in classroom for
catering to the requirement by students with special kind of disability. ....................................6
PART C............................................................................................................................................6
1. Planning lessons for targeting a particular learning goal identified from data sources ........6
PART D...........................................................................................................................................9
1. Reflection on the planning decisions has assisted in fulfilling the learning need of the
disable students...........................................................................................................................9
CONCLUSION .............................................................................................................................10
REFERENCES .............................................................................................................................11

INTRODUCTION
Teachers plays crucial role in the development of children. In context of education, role
of teacher is to help the children in learning. Role of teacher is to provide children with the
resources that are required for learning. Teachers deliver the lessons in order to help children in
gaining the knowledge about new things. In relation to inclusive teaching, the role of teacher in
classroom is to assist children with special kind of disability in learning procedure. It is the duty
of teacher to ensure that children with special kind of disability are provided with equal learning
opportunities.
The present study have focus on identification of data sources which are utilised by for
addressing the small group of learners with important needs. Study will also emphasizes on
ascertaining teaching as well as learning strategies utilised in classroom for effectively
supporting and catering to the needs of children.
PART A
1 Identification of data sources used by teacher for addressing small group of learners with
special type of needs.
Inclusive education is one of the new educational concept which has emerge from the
development of respect for dignity of human being. In this concept, the active participation of
all people including individuals with disability has been focused. Inclusive education can be
defined as all the children are invited by education institutions for participating in regular
classes as well as learning program organised by schools. It is the role of teacher to make sure
that requirements of all the students are fulfilled though lesson being delivered by them. In
context of inclusive education , the role of teacher is identify the children with special kind of
disability in the classroom (Uzum, Yazan and Selvi, 2018.). In addition to this, role of teacher is
develop the understanding about the needs of specific student suffering from special kind of
disability. In context of inclusive education, The different techniques which are utilised by
teacher for identifying the small group of people with special types of needs are formative,
summative assessment.
In context of formative assessment, teacher has been given with sheet that consist of
boxes that are to be filled by scribing, drawing as well as writing. The boxes on the paper are
arranged in sequential order . Formative assessment has been designed in order to identify the

students suffering from Autism Spectrum Disorder (Tharp, 2018). The other methodology which
is utilised by researcher for addressing the need of children with special kind of disability is
summative assessment where the children in the classroom are require to demonstrate their
understanding about specific thing by utilising their on hands and feeling the material. Teacher
will prepare the video while a specific child giving the description of the particular material, as it
is the tactics which will provide them an ease in analysing the need of child (Bryant Bryant and
Smith, 2019). The another formative assessment will be executed where children in the
classroom will be asked to write their name on the paper. Teacher has provided student with the
dotted version of paper to write their name. Both formative as well as summative assessment
will be conducted by teacher at regular interval of time, as it will assist them in determining the
need of changes to be done in ways of delivering lesson to students suffering from special kind
of disability. Observation is also the technique which will be utilised by teacher for addressing
the students with special kind of disability (Bowles, Radford and Bakopoulou, 2018).
In addition to this, teacher can interact with the parents of each students as it is the
strategy which will assist them in analysing the requirement by each child. It is the tactics
which will also provide teacher an ease in designing a lesson in a such a way that needs of all the
students can be catered (Hedegaard-Soerensen, Jensen and Tofteng, 2018). The teacher can also
prepare checklist after gaining the information about the needs of students after communicating
with parents of each child. Checklist technique will assist teacher in delivering the quality
education to children. It will also help them in supporting students in accomplishing their
respective learning goals.
Profile of two students
Profile 1
Profile of students suffering from the special kind of disability known as Autism Spectrum
Disorder. It is a kind of disability where an individual face difficulty in communication with
other people. There is slow mental development in child suffering from Autism Spectrum
Disorder
Area of
development
Technique which
has been used for
gathering
information about
The things about
the student which
has been analysed
from the data
Strength of
student identify
from data
collected
Teaching focus

student
Literacy Formative
assessment,
where students
are asked to read
books in front of
class.
Student has faced
difficulty ion
reading book.
It has been
analysed that
student with
Autism Spectrum
Disorder are slow
learner.
Student with
utism Spectrum
Disorder has good
writing skills.
Improving the
communication
and literacy.
Profile 2.
Profile of student with visual impairment
Area of
development
Technique which
has been used for
gathering
information about
student
The things about
the student which
has been analysed
from the data
Strength of
student identify
from data
collected
Teaching focus
Literacy skills Formative
assessment
Teachers has
provided student
with a sheet that
consists of boxes
with label where
students are
required to write
their own name.
It has been
analysed that
particular student
has faced
difficulty in
writing their own
name on label.
The strength of
these students are
that they learn
quickly and have
good
communication
skills.
Improving
writing .

PART B
1. Ascertaining the teaching and learning strategy utilised by teachers in classroom for catering
to the requirement by students with special kind of disability.
Multi sensory strategies has been utilised by the teacher for catering to the learning need
of the student suffering from the visual impairment. In addition to this, teacher can categorised
students into small groups so that learning needs of an individual student can be fulfilled.
Teacher can group student on their abilities as well as objectives of education (Westwood,
2018.). Teachers can use multiple teaching style for delivering lessons to the students suffering
from special kind of disability. Tutor can provide oral instruction to students with reading
disabilities. Lessons can be repeated ion extra time for assisting the slow learner in developing
the understanding about specific concept. Teacher can deliver lesson sin both written as well as
oral format, as it is the strategy will provide teacher an ease in fulfilling the need of students
suffering from different type of disability (Adams, Harris and Jones, 2018. ). In addition to this,
it is required by teacher to encourage students suffering from different types of abilities to work
together on particular project. Tutor are required to develop an effective learning environment,
as it will assist them in ensuring engagement of all students in learning procedure. In addition to
this, teacher can organised different types of learning activities for students, by applying this
strategy teacher can develop the interest in student related to learning.
PART C
1. Planning lessons for targeting a particular learning goal identified from data sources
Planning a lesson is very much important in order to assist students in accomplishing
their desired learning goals.
Lesson plan 1
Lectures name : Date ;
Course: Duration : 2 hours
Subject : Level :1
Aim of lesson : Planning and learning activities
Assumption about prior knowledge : Teacher have information about English language.
Resources : Board, marker, books, worksheet

Assessment criterion : observation and oral test
Learners needs : Both visual and auditory learning style
Key abilities required to be addressed : Communication
Information technology : Word processor will be utilised by teacher for preparing assessment.
Time Activities which will
be conducted by
teacher
Activity for students Resources required
10:00.00 Review of aim and
objectives of lesson
Providing examples
related to subject
Register
Books
12:00:00 Preparing
presentations and
notes
Watching and listening Laptop
2.00Pm Teacher will prepare
basic question.
Teacher will ask
questions to student
and answer to be given
by an individual in
English.
Questionnaire sheet
Lesson plan 2:
Lectures name : Date ;
Course: Duration : 2 hours
Subject : Level : 2
Aim of lesson : To assist children in developing the ability to frame sentences.
Resources : Board, marker, books, worksheet, audio device
Assessment criterion : observation and oral test
Learners needs : auditory learning style

Key abilities required to be addressed : Communication
Information technology : Word processor will be utilised by teacher for preparing assessment.
Time Activities which will
be conducted by
teacher
Activity for students Resources required
3.00Pm Special arrangement
will be made by
teachers for Audio
book interactions.
Students will be asked
to repeat the sentences
after listening to the
audio.
Audio device
17:00:00 Story will be prepared
by the teacher
Student will be asked
to read the story in
front of class.
Book.
Lesson plan 3 :
Lectures name : Date ;
Course: Duration : 2 hours
Subject : Level :1
Aim of lesson : To help students in leaning to communicate in English.
Resources : Board, marker, books, worksheet
Assessment criterion : observation
Learners needs : auditory learning style
Key abilities required to be addressed : Literacy skills
Information technology : NO.
Time Activities which will
be conducted by
Activity for students Resources required

teacher
2.00Pm Teacher will prepare
question and answers
Teacher will ask
questions to student
and answer to be given
by an individual in
English.
Questionnaire sheet
PART D
1. Reflection on the planning decisions has assisted in fulfilling the learning need of the disable
students
As teacher, I haver taken many planning decisions which involves teaching strategies,
resource, management and communication, formative assessment, sequencing and alignment
which can aid to improve the learning of students. In order to that , I have identified that different
learning areas needs to be developed such as numeracy, literacy, sensorial, social studies, world
languages, arts, community engagement and other fields of learning, it is necessary to develop all
learning areas for growth of students in classrooms. In order to that, I have follow different
strategies or lessons like encouraged students for listening and talking to reading and writing.
Also, I have realised that different writing and art programs will aid to students to develop
abilities to interact ideas and experiences in oral and written form. Therefore, as teacher, it is
duty to appreciate oral and written expression of others.
In this context, mathematics is very important to identify and appreciate of ways of
works by the world. It is also essential to teach habit of mind-problem solving which is
important to start learning for children. Therefore, I have realised that abacus is proper solution
for improving the mathematics issues of students. It is the necessary to students for improving
this kind of learning area. In addition to that, it is key need of all kids to describe who they are

within social family and people in the large world. The school aids to kids to learn their place in
the worldwide. Therefore, teacher is responsibility to learn effectively to students relating to the
social family and world. The social curriculum teach learning of children that have framework
for them in regular day in the class room relation to significance of respecting and value of
community as well as culture. As well, I have realised that communication or language is very
essential, so that it is necessary to learn the world language in the school because it is the second
home for the kids.
In addition to that, teacher has followed observation techniques and creating lesson plan
for improving physical, social and other learning areas to students in the class. Also, it is
necessary to effective communication and management of students which can aid to improve
their learning areas in the classroom. As well, teacher can adopt resources like abacus,
handwriting book for developing areas and their growth.
CONCLUSION
This report has summarized that learning is very beneficial for students to their growth
and development. It can be concluded that various areas of learning like numeracy, literacy,
censorial, social studies, world languages, arts, community engagement that has needed to be
developed. It can be discussed that teaching strategies and communication as well as
management aid to improve all the learning areas. Furthermore, report has completed that
observation and instructions aid to make effective decision about the improvement of learning
needs adopt by teacher in the classroom. Also, teacher has make lesson plan for improving
physical , social and other learning areas to students in the class.

REFERENCES
Books and Journals:
Tharp, R., 2018. Teaching transformed: Achieving excellence, fairness, inclusion, and harmony.
Routledge.
Bowles, D., Radford, J. and Bakopoulou, I., 2018. Scaffolding as a key role for teaching
assistants: Perceptions of their pedagogical strategies. British Journal of Educational
Psychology. 88(3). pp.499-512.
Uzum, B., Yazan, B. and Selvi, A.F., 2018. Inclusive and exclusive uses of we in four American
textbooks for multicultural teacher education. Language Teaching Researc. 22(5).pp.625-
647.
Bryant, D.P., Bryant, B.R. and Smith, D.D., 2019. Teaching students with special needs in
inclusive classrooms. Sage Publications.
Hedegaard-Soerensen, L., Jensen, C.R. and Tofteng, D.M.B., 2018. Interdisciplinary
collaboration as a prerequisite for inclusive education. European Journal of Special Needs
Education.33(3). pp.382-395.
Westwood, P., 2018. Inclusive and adaptive teaching: Meeting the challenge of diversity in the
classroom. Routledge.
Adams, D., Harris, A. and Jones, M.S., 2018. Teacher-parent collaboration for an inclusive
classroom: Success for every child. MOJES: Malaysian Online Journal of Educational
Sciences. 4(3). pp.58-72.
ONLINE:
Meeting the Needs of Special Needs Students in the Inclusion Classroom. 2019.[ONLINE].
Available through :<https://www.educationcorner.com/special-needs-inclusion-
classroom.html>.