Inclusive Teaching and Learning Strategies: A Report

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Educational system
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Table of Contents
LO1 Be able to investigate practice in own area of specialism..................................................................4
P1 Analyze the application of pedagogical principles in own area of specialism..................................4
P2 Evaluate the effectiveness of the use of creative and innovative approaches in own area of
specialism................................................................................................................................................6
LO2 Be able to apply theories, principles, and models of learning, communication, and assessment to
planning inclusive teaching and learning...................................................................................................7
2.1 Use initial and diagnostic assessments to agree with learners' individual goals and learning
preferences.............................................................................................................................................7
2.2 Devise a scheme of work taking account of.....................................................................................7
the needs of learners..............................................................................................................................7
the delivery models................................................................................................................................7
internal and external requirements.......................................................................................................7
2.3 Design teaching and learning plans that take account of................................................................7
the individual goals, needs and learning preferences of all learners....................................................7
curriculum requirements........................................................................................................................7
2.4 Identify opportunities for learners and others to provide feedback to inform inclusive practice..8
2.5 Explain how own practice in planning inclusive teaching and learning has taken account of
theories, principles, and models of learning, communication and assessment....................................8
LO3 Be able to apply theories of behavior management to creating and maintaining a safe, inclusive
teaching and learning environment...........................................................................................................9
3.1 Analyze theories of behavior management.....................................................................................9
3.2 Establish and sustain a safe, inclusive learning environment..........................................................9
3.3 Explain how own practice in creating and maintaining a safe, inclusive teaching and learning
environment has taken account of theories of behavior management..............................................10
LO4 Be able to apply theories, principles, and models of learning and communication to delivering
inclusive teaching and learning................................................................................................................11
4.1 Design resources that.....................................................................................................................11
actively promote equality and value diversity.....................................................................................11
meet the identified needs of specific learners.....................................................................................11
4.2 Demonstrate flexibility and adaptability in the use of inclusive teaching and learning approaches
and resources, including technologies, to meet the needs of individual learners..............................11
4.3 Demonstrate ways to promote equality and value diversity in own teaching..............................12
4.4 Communicate with learners, learning professionals and others to meet individual learning needs
and encourage progression..................................................................................................................12
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4.5 Explain how to own delivery of inclusive teaching and learning has taken account of theories,
principles, and models of learning and communication......................................................................12
LO5 Be able to apply theories, models and principles of assessment to assessing learning in education
and training...............................................................................................................................................13
5.1 Design assessments that meet the individual needs of learners...................................................13
5.2 Demonstrate flexibility and adaptability in using types and methods of assessment to meet
individual learning needs and assessment requirements....................................................................13
5.3..........................................................................................................................................................13
monitoring learners’ achievement, attainment and progress.............................................................13
setting learners’ targets........................................................................................................................13
planning subsequent sessions..............................................................................................................13
recording the outcomes of the assessment.........................................................................................13
5.4 Communicate assessment information to other professionals with an interest in learner
achievement.........................................................................................................................................14
5.5 Explain how to own assessment practice has taken account of theories, models, and principles
of assessment.......................................................................................................................................14
LO6 Be able to implement expectations of the minimum core in planning, delivering and assessing
inclusive teaching and learning................................................................................................................15
6.1 Analyze ways in which minimum core elements can be demonstrated in planning, delivering and
assessing inclusive teaching and learning............................................................................................15
6.2 Apply minimum core elements in planning, delivering and assessing inclusive teaching and
learning.................................................................................................................................................15
LO7 Be able to apply theories and models of reflection and evaluation to the evaluation of own
practice in planning, delivering and assessing inclusive teaching and learning......................................16
7.1 Use theories and models of reflection to evaluate the effectiveness of own practice in planning,
delivering and assessing inclusive teaching and learning....................................................................16
7.2 Analyze ways to improve own practice in planning, delivering and assessing inclusive teaching
and learning..........................................................................................................................................16
References:...............................................................................................................................................17
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LO1 Be able to investigate practice in own area of
specialism
P1 Analyze the application of pedagogical principles in own
area of specialism.
Analyze the application of pedagogical principles in own area of specialism.
The method or practice of teaching is called pedagogy. It is used where the teachers and tutors
need styles of teaching, generating feedback and completing the assessment and right new
theories based on their teaching history or education system. Generally, when talking about the
method of pedagogy for teaching, people means the way in those teachers provides the actual
content that provides to their students in their class.
Teachers arrange a lesson which is considered in various ways that deliver the content the
decisions and, on that base, made their teaching preferences, theories related to that particular
subject or species in which they provide education. Tutors use methods to research on a
particular academic discipline like commerce, science and introduce the decision of their
specification to other people of various age groups along with their result of the research in
which they have mastered their degree. For the teaching or providing education purpose, the
tutors should have to continue with a particular knowledge base of the pedagogy or the principles
of the pedagogy.
1. Behaviourism
To inform or introduce their approach based on different research methods and, behaviorism is
considered as the main key element of it. Behaviour is obtained while describing the pedagogy
approach to other people which they elaborate on the learning of the researcher is cantered to the
main topic of the research. This result elaborates the direction of the instruction and behavior of
the lecturer based on the lesson they have learned in the time of research.
In a lesson using a behaviorist pedagogical approach, you could expect to see a mixture of
lecturing, modeling and demonstration, rote learning, and choral repetition. All of these activities
are ‘visible' and structured, as well as being led by the teacher. However, during the lesson, the
shift may come where the student is the center of the activity and demonstrates their learning.
A behaviorist approach of the pedagogical method of elaborating the teaching can be a hybrid
combination of the modeling, learning, choral representation and demonstration. These explained
activities are considered in the visible structure of which is described by the teacher. Sometimes,
throughout the lesson or the course, the various shifts that come in the way of the students center
the main activity or the learning of their research.
2. Constructivism
Constructivism is defined as one of the principles of the pedagogy in the learned things by the
tutor or their experience in a particular field reflects how they construct their research and its
results as well. This type of principle of pedagogy put the learner into the middle of the
knowledge from which a learner learns how any theory, method or logic is constructed.
Sometimes this method is also called the method of invisible constructivism pedagogy or the
method of progressive teaching style.
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3. Social constructivism
In the social constructivism type of pedagogy, this type is considered as the element divided into
two types in which one is teacher-guided and the other one is student-centered.
Motivation
Motivation is the most important element of the pedagogy principle in which teachers contribute
the deliveries or their knowledge to people very effectively because they are already motivated
for their work and know-how can they deliver their work in less time considering the sense of
motivation. People who sometimes feel less motivated can't get the specialty of describing their
learning experience to the people and the learners who take the advantage of the tutor's research
study sometimes fails to get the proper knowledge from their side. Motivation is most probably
dependent on the attitude of the teacher and his or her knowledge. Knowledge makes a person
feel confident and their curiosity to learn more always help them to stay motivated in various
situations. Their ability confirms and create a relationship between their pedagogy method of
delivering the content or knowledge and also helps them to understand their new interest,
experience, words framing and constructivism as well.
The relevant way of delivering the knowledge to the inexperienced ones and trying to convince
those with the satisfactory comments of students who try to learn various things from childhood
to their current age. Motivation is the key that describes a tutor can effectively and with
relevancy deliver their content to the people for whom the knowledge is being transferred.
Direction of activity
Talking about the pedagogy doesn’t only mean that all the described things would be only into
the way of teaching also in sometimes includes the learning part of the students. Everybody
learns from what they do, sometimes they take classes for these activities too but the way to learn
something effectively in which one can always what they have remembered is the method of
learning by doing some tasks or activity.
This principle of learning and doing is considered in the method of describing the principle of the
direction of activity pedagogy. Sometimes the direction term also considered as the command or
the control of the activities. Here, the activities are the terms which used to describe the basic
mean of learning, through them a student learn the new things.
Active learning and delivery
It can be done through any term like serious gaming, creative interactive tools or models.
Knowledge, pedagogy or learning have bought a revolutionary change in the field of education.
These changes are all the way necessary for the time as well like these days the educations are
becoming digital and based on the activities so most of the people try to learn things on their
basis as well. It is also said that a good process of pedagogy is when the learner gets all the
provided information in a clear and precise way.
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P2 Evaluate the effectiveness of the use of creative and
innovative approaches in own area of specialism.
Innovation is the way of generating new ideas and implying them to the research or the specialty
of describing education or knowledge frequently. In higher education, people try to clear the
lecture but don't try to explore new thing and create new ideas regarding the change in the
education pattern. Knowledge makes a person feel confident and their curiosity to learn more
always help them to stay motivated in various situations. Their ability confirms and creates a
relationship between their pedagogy method of delivering the content or knowledge and also
helps them to understand. Innovation is something that doesn't come with knowledge and
educational it comes with exploring multiple things picked up from their surroundings. Anyone
who tries to work on phases whether they are a teacher or student they should have to be creative
and so that their ideas can be easily obtained by the people.
Creativity, on the other hand, is related to innovation but has its explanation of describing things
to students. Engaging students and creating innovative ideas in them is the way where they can
establish new experiments whereas learning in a school or institution is the process where they
can obtain clear specification.
Learning activity design
Learning a particular design of any activity describes the objective in which the engaged person
uses their activities to get knowledge instead of getting knowledge from a particular tutor. This
generally becomes a simple term activity learning. Tutors use methods to research on a particular
academic discipline like commerce, science and introduce the decision of their specification to
other people of various age groups along with their result of the research in which they have
mastered their degree.
Now both creativity and innovation are co-related with each other and hence provide the best
solutions to the students by the tutors.
Learning activity delivery
After the designing of the learning activities, an activity should be delivered to the people so that
they can understand the in which it is constructed. It can be of any type like describing the model
or the designing physically to the people or digitally explaining this design by using computers,
internet, or any equipment of the digital world. In some institutions, teachers encourage the
students to provide them with the best solutions to their problem by giving them the idea of how
they can be innovative and find their answers. Following are some points or ideas that describe
how one can interact with active learning and make more effective teaching and learning
experience:
Interaction should be there between all the students so that they can solve problems discussing
with each other using their creativity of mind and new innovative ideas of solving issues with
various innovative ideas.
Various opportunities can be created for the students in that institution so the students can get out
of their comfort zone and work in that to increase the capability of their mind.
Group discussion can be a good activity that can be performed in between a group of students
where favor and against points can be raised as debate.
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LO2 Be able to apply theories, principles, and
models of learning, communication, and
assessment to planning inclusive teaching and
learning.
2.1 Use initial and diagnostic assessments to agree with
learners' individual goals and learning preferences.
Initial and diagnostics assessments provide the chance for students to develop their skills and
elaborate them in front of the other leaders. These assessments are given on a daily or weekly
basis. It can help the teachers to know how much knowledge students grab and this will create a
positive response following the studies. Teachers can also provide feedback on the topic which
they have taught.
2.2 Devise a scheme of work taking account of:
the needs of learners
the delivery models
internal and external requirements
The learning process although change the educational system. It provides awareness to the
people for learning more and more things and the importance of competencies. The main part of
human’s life is learning because no one has performed all the functions on own basis. Four parts
included in the needs of learners:
1. The environment of the classroom
2. Specific nature of communities
3. Huge knowledge based on needs, activities, etc.
4. Knowledge of development based on social, emotional, etc.
The delivering of the knowledge is based on the skills of teachers or the teaching team because
the education is not reform but it is getting transform from one form to another. The way of
delivering knowledge to the students helps increase the level of understanding and act as a
platform to learn new things quickly.
Internal and external requirements in the educational system are the two main components of
operations in the educational system. External requirements are considered as the position of the
several elements according to the model which are not based on the sub-components of elements.
Internal requirements are based on the reference things that can be used as a practical or the
examples during the learning.
2.3 Design teaching and learning plans that take account of:
the individual goals, needs and learning preferences of all
learners
curriculum requirements.
The main learning components according to individual goals are:
1. Become an independent learner
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2. Work on goals according to full potential
3. Become more and more active person during the learning phase.
4. Research on things that are more useful during the learning process.
The curriculum is described as the academic content and the lessons that taught to generate
particular knowledge on the specific contents. It is generally referred to as the learning skills and
the knowledge of the students including the standards and the objectives of the learning. The
main plans made for maintaining the curriculum are goals, sequence, instructions, resources,
evaluation of new techniques, etc., these are the topics that include in the plans.
2.4 Identify opportunities for learners and others to provide
feedback to inform inclusive practice.
The feedback or the responses on each topic is necessary for students as well as the learners also.
There are so many opportunities through which the teachers get to know about the responses of
the learners. It can be done by asking them directly that what they think on a particular strategy
or the method. Another method is asking them to write their experiences or ideas on the note pad
or the whiteboard through which each one can able to give their feedback. These feedbacks can
be taken every week so, that the students are comfortable with the teaching team.
2.5 Explain how own practice in planning inclusive teaching
and learning has taken account of theories, principles, and
models of learning, communication, and assessment.
The principles and all other factors have placed a great impact on the learner or entire
educational field. As principles of pedagogy provide the way of learning to the teachers by
motivating and criticizing the students, society, etc., the communication and the daily basis
assessment provides the freedom to students to find the problems on daily basis and solve them
on time. The teachers also provide the feedback criteria to the students that can help them to
know how their methods and resources are efficient for the learners.
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LO3 Be able to apply theories of behavior
management to creating and maintaining a safe,
inclusive teaching and learning environment
3.1 Analyze theories of behavior management
Behavior management is the same as the modification of the behavior (Killian, 2016). The main
focus of behavior management is to maintain the orders and balancing the skills in the
educational system. This management includes each type of actions, productivity or the fulfilling
of the socially acceptable (Amanchukwu, et.al., 2015).
Behavior management includes:
1. Relationship of teachers and students
2. Teaching structure
3. With-it-ness
4. Take actions on the spot
5. Group reinforcement
6. Individual reinforcement
7. Rules
8. Routines
9. Emotional objectives
10. Punishments
3.2 Establish and sustain a safe, inclusive learning
environment.
All schools or other organizations need a welcome experience for their students which make
comfortable strategies for the students (Fox, 2015). The main techniques used for this purpose
involves 3 tasks. That’s are as follows:
1. Differentiating
The approach named as one-size-fits-all used for providing and instructions based on a
concept that depends on the student's ability of learning. This involves the involvement of
students in the learning by using different strategies like videos, magazines, websites,
extra progressive resources, etc.,
2. Healthy grading
This involves the strategies which include possessiveness on the behavior of students.
Never compare the students by their behavior, lateness, talking turn, etc., IT provides the
facility through which the teachers can know about the mindset of the students that what
they want to know and their performance will be shown in the results.
3. Relationships
Relationship between students and teachers plays an important role. It provides the best
learning environment because students are comfortable to ask their problems and teachers
will be capable to read the mind of students.
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3.3 Explain how own practice in creating and maintaining a
safe, inclusive teaching and learning environment has taken
account of theories of behavior management.
The safe teaching will be provided by maintaining the relationship between students and teachers
also it can be provided when a teacher is not comparing the students on their knowledge and
communication basis. Behavior management depends on the factors through which the students
can monitoring the orders and skills by taking guidance from the teachers. The balancing in the
students is also maintained by creating roles and regulations. And if the students are not
following all the regulations then the punishment criteria are also applied to them.
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LO4 Be able to apply theories, principles, and
models of learning and communication to
delivering inclusive teaching and learning
4.1 Design resources that:
actively promote equality and value diversity
meet the identified needs of specific learners.
Equality is defined as to confirm of individuals and the committees are not considered as the
different or it can be said that the discrimination has not occurred between the several peoples.
(Arar, et.al 2017). Diversity means to recognize the respect and value of several people (Petty,
2014). The diversity and equality can be promoted by
1. Change the negative attitudes
2. Treating each member equally
3. Use different materials of many cultures
4. Set clear rules and punishments for negative persons.
Each learner has a different ability and needs different resources to fulfill the requirements of
students (Casserley, 2015). There are some strategies through which the need for the learner will
be met. That is:
1. Collaboration with the colleagues
2. Develop a clear mindset of students
3. Cultivate consistency
4. Use of various forms in assessment
5. Set a time for study and extra supports (Wasserman, 2012).
4.2 Demonstrate flexibility and adaptability in the use of
inclusive teaching and learning approaches and resources,
including technologies, to meet the needs of individual
learners.
Flexibility and adaptability are the two major factors through which the students can easily solve
their issues on a timely basis. Flexibility provides the facility to the students to ask so many
questions directly to the teachers or friends in a frank manner. There are so many tricks which
help students in struggling with their skills:
1. Flexibility in teaching explicitly
2. Problem-solving
3. Learn new skills based on self-advocacy
4. Use corrections in each problem to high ratio
5. Evaluation of regular students
6. Provide the head ups
7. Maintain a collaborative partnership
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8. Know yourself
4.3 Demonstrate ways to promote equality and value diversity
in own teaching.
Equality can be defined as the way through which no one can discriminate based on their
religion, cast. Each one can be concluded in the same category. Diversity is commonly depended
on the reorganization of the religion or the value of the different people. These both terms are
important because it can help the different categories, people, to survive in the same position.
These terms can be changed by using some strategies like;
1. Treated every one as the same category
2. Release out the negative thoughts
3. Keep mindset in a positive manner
4. Change this concept form the different minds of people.
4.4 Communicate with learners, learning professionals and
others to meet individual learning needs and encourage
progression.
Communication is the set up through which a learner can easily communicate with the teacher
and other collagenous. Communication helps students to achieve goals and grab a new
opportunity and learn each positive thing. It can be done by performing some tasks like:
Self-esteem which means the teachers interest in the opinion of the students through which
confidence will be an increase (McKinley, 2019). Another one is class performance. It means
that teachers provide the reward to the participation by setting up an effective communication
program. The next term is professional growth which includes the career growth by using the
communication abilities and shares their knowledge with different clients.
4.5 Explain how to own delivery of inclusive teaching and
learning has taken account of theories, principles, and models
of learning and communication.
The teaching or learning can be set up positively if the teacher treats each student as equal and
never create a discrimination factor between the several children. This will provide the facility to
students in which they discuss the small things with their mentors. Through these facilities, the
students can learn new concepts by theory and practical manner.
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