Inclusive Teaching and Learning: Planning, Adaptation, and Feedback

This report explores the crucial role of inclusive learning in supporting personal and professional development. It details the management of schemes in accordance with internal and external requirements, emphasizing the importance of various factors in an individual's professional growth. The report includes a scheme of work example, lesson plan, and discusses how planning meets individual learner needs, adapting teaching plans, and incorporating learner feedback to inform inclusive practice. It highlights the significance of verbal communication and surveys in gathering feedback, concluding that focusing on professional development with a precise approach and leveraging opportunities for learning and development are essential for effectiveness and ethical social values.

Inclusive teaching and
learning
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Table of Contents
INTRODUCTION...........................................................................................................................3
TASK 3............................................................................................................................................4
3.1 Scheme of work in accordance with internal and external requirements ............................4
3.2 Design teaching and learning plans that respond to individual need and goals of learners..5
3.3 Explain how the student’s own planning meets the individual needs of learners.................6
3.4 Explain ways in which teaching and learning plans can be adapted to meet the individual
needs of learners..........................................................................................................................7
3.5 Identify opportunities for learners to provide feedback to inform inclusive practice ........8
CONCLUSION................................................................................................................................9
REFERENCES..............................................................................................................................10
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INTRODUCTION
Inclusive learning plays a significant role in individual's life by supporting personal and
professional development. In order to gain competitive advantage in academic life, it is crucial
for a student to focus on inclusive learning. In the recent times many institutions focus on
inclusive learning in order to lead the marketplace with effective edge. This project includes a
brief summary about management of schemes according to internal and external environment.
The report also includes various factors that play a significant role in development of the
individual in professional life.
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TASK 3
3.1 Scheme of work in accordance with internal and external requirements
Dates Objectives
Learners can:
Activities and resources Assessment
January 02,
2022
To help children
learning about
mathematics and its
concepts.
Practising and
discovering with
students, group game,
written activities.
Peer Assessment and
assignments.
January 05,
2022
To draw and
measure lines in
accurate manner
Students task book,
demonstration of
drawing, independent
working of children in
their books.
Verbal answer as well as
question.
January 11,
2022
Determining shapes
and lines
Worksheet, Task books
of students and
PowerPoint.
Observation along with
feedbacks on the independent
drawing of shapes and lines.
January 20,
2022
Assisting children to
learn about
calculations.
Children handbook,
template and
researching in
classroom, group game.
Short activity on handout,
assignments and peer
assessment.
January 25,
2022
Determining
comprehension and
spelling rules
PowerPoint, group
discussions about
spellings, worksheets.
Assignments, per feedback,
observation.
January 30,
2022
Determining
grammar, fronted
adverbials and
phonics
Activity books, games
of fun with words
flashcards, story cards
and Recap.
Short activities on handout,
peer feedback and
assignments.
.

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Illustration 1: Aspects of inclusive learning, 2021

3.2 Design teaching and learning plans that respond to individual need and goals of learners
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Lesson Plan
Date: January 29,
2022
Time: 9:30 Duration: 1 hour Location: Classroom
Course: Year 3 Maths. Topic: Angels
No of Students: 6
Lesson Aims:
To understand when two lines are parallel or perpendicular.
Specific learning outcomes are that students:
Know that a right angle is 90 degrees.
Can imagine parallel lines are like train tracks.
Do the students have previous knowledge:
Students have some basic knowledge.
Materials and equipment to be used: flip chart, flip chart pens, writing pencils, student’s
books, rulers, white board, white board pens.
Assessment Methods to be used: Observing, questions and answers, Explanation, One-to-
one help, peer feedback,

Teaching and learning plans
Time
/
stage
Subject matter/content Teacher activity Student
activity
Resources/notes
(differentiation)
9:30 Recap. Students to draw 3
horizontal lines, 3 vertical
lines and 2 right angles.
Observing.
Questions and
answers.
Independent
work.
Students to use whiteboards.
9:40 The idea of train tracks
can help students
understand that lines will
never meet.
Explaining Listening. PowerPoint.
9:50 Perpendicular are lines
which meet at a right
angle.
Explaining. Listening. Students may need to use their
right-angle tester to help them
check that lines are
perpendicular throughout
session.
10:0
0
Students to complete the
questions on their
worksheets.
One-to-one help Working in
pairs.
Pg.1 parallel lines.
Pg. 2 perpendicular lines.
Challenge: pg.3 identifying
different types of lines on
shapes.
10:2
0
Students check their peer’s
work.
Listening. Peer
feedback
Feedback
3.3 Explain how the student’s own planning meets the individual needs of learners
Children of primary school have needs to learn concepts about mathematics and other
subjects. As a primary school teacher, I provided children with huge opportunities to progress in
learning through giving them particular learning material which is required to be used. In my
professional working with children in primary school, my planning of schedules takes in
consideration all goals or needs of learners. I have determined that plans are written, taking
breakdown sessions and then make them into consideration (Sarju and Jones, 2021).
.

Furthermore, they are various issue identified by me and this create problems for match the
individuals skills with decided plans. The position of mine helped me to reduce the challenges
related with plans and position management considered towards the use of all those sections that
are important for learning. On the other side, to generate positive effect on learners I was focused
towards engage of planning-related commonalities that generate and build more effectiveness
among learners. It was also analysed by me that opening section performs an important role and
this includes different section related with all those aspects of learners. Results obtained by each
children in assignment made it easy for me to match individual goal with needs of learners. It
also supports me to learn and guide various factors that is related with learners needs. With
effective planning, I gave children freedom to plan, organize and keep track of their work to the
best of their abilities and requirements. It had dual benefit on me as it increased the student's
accountability to the commitments planned as well as provides them with a structure that
contributes to their success to achieve needs of learning. It not only helped me to help children to
achieve their learning needs, rather improved my practice as a teacher as to learn and induce
basic information related with subject and knowledge. Through identifying goals of children, I
analysed what they require to perform for reaching at end goals. For instance, children having
need to learn angles and shapes, I provided them opportunities to progress in learning through
providing materials or resources in form of Worksheet, Task books of students and PowerPoint.
Planning in form of preparing time table meets individual needs of children as each learner is
able to easily use materials that were provided to achieve goals.
3.4 Explain ways in which teaching and learning plans can be adapted to meet the individual needs
of learners
All children were present so to learn as well as attain their goals. I believe it is significant
for them to maintain discipline inside together with outside the classroom. I have adopted my
teaching and learning plan through promoting appropriate behaviour for meeting needs of
learners. It helped learners to become responsible towards their goals. At same time, preparing
time table could also be adapted for meeting individual learners need as it places proper persons
at their proper places, at the proper time and in the proper manner. The timetable shows exactly
what is to be done at a particular time and directs the attention of both children and teacher to
one thing at a time. I have identified that there are different task performed by teachers but they
relate with same subject. While, in the context of students and my work creativity states as an
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important tool and it leads to match my plans according to the individual needs. In order to
match them according to the individual expectations, I am focused towards the formulation of
positive results related with educational perspective and learning.
3.5 Identify opportunities for learners to provide feedback to inform inclusive practice
Opportunities help learners to analyse their learning. For each children, it is significant to
obtain feedback because their views must be acknowledged in teaching process. With
opportunities, learners are seen whether they are satisfied with practices of a teacher and more
likely to perform well. For a teacher of primary school, it is easy to implement changes as per
feedback of children which can have dramatic implications on life of children. One of
opportunity to provide feedback is verbal communication. My inclusive practice of teacher is
informed through promoting communication and ensuring that children must feel comfortable to
ask any doubt. This effort resulted in excellent outcomes and following suitable procedure
requiring referral. Another opportunity for learners to provide feedback to inform inclusive
practice is collecting feedback that is used are surveys. It was more challenging for me as I faced
huge language barriers in doing so. With surveys, I provided useful feedback because they are
very specific to individual units. I believe that quickest technique for understudies to give
criticism is verbally, either during or after the class, this can be moving for understudies because
of the fierce idea of the discussion, in any case, understudies generally have not had an issue and
have depicted me as the most congenial instructor who will make changes and help them overall
quite well. This can be just about as basic as understudies requesting my PowerPoint to be
transferred on to the gateway so they can peruse it on their screen instead of mine, to more
strange solicitations, for example, could I quit moving around the class so a lot. It helps to learn
and adopt those methods that aid to use effective practices from learning. I advance understudy
correspondence with me straightforwardly and right on time during their course to guarantee
they feel great, this work has given amazing outcomes various instructive, wellbeing and
monetary concerns raised and tended to by following the fitting method which regularly requires
reference.
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CONCLUSION
From the above stated report it can be concluded that it is compulsory for an individual to
focus on professional development with precise approach. This project concludes the importance
of different opportunities that support learning and development in life of an individual. The
above stated project concludes the significance of inclusive learning in order to develop
effectiveness. This project also concludes the importance of ethical and social values which are
developed by the support of inclusive learning.
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REFERENCES
Books and Journals
Cornett, J., Knackstedt, K.M. and Deshler, D.D., 2018. Leading change to improve inclusive
teaching and learning: How the law supports evolving practice in professional
development, leadership, and administration. In
Handbook of leadership and
administration for special education (pp. 284-305). Routledge.
Macdonald, R.H and et. al., 2019. Accelerating change: The power of faculty change agents to
promote diversity and inclusive teaching practices.
Journal of Geoscience
Education,
67(4), pp.330-339.
Makoelle, T.M.M. and Somerton, M.I., 2019. Facilitating Inclusive Teaching and Learning
Spaces Through Digital Education Technology: Teaching and Learning Though Digital
Technology. In
Educational and Social Dimensions of Digital Transformation in
Organizations (pp. 43-64). IGI Global.
Newman, I., 2019. When saying ‘go read it again’won't work: Multisensory ideas for more
inclusive teaching & learning.
Nurse education in practice,
34, pp.12-16.
Ngwenya, N and et. al., 2021. Participatory Action Research as Change Strategy: A Case of
Developing Inclusive Teaching and Learning Practices in an Adult Education Centre in
Gauteng East District of South Africa.
Interchange,
52(3), pp.393-414.
Sarju, J.P. and Jones, L.C., 2021. Improving the Equity of Undergraduate Practical Laboratory
Chemistry: Incorporating Inclusive Teaching and Accessibility Awareness into
Chemistry Graduate Teaching Assistant Training.
Journal of Chemical Education.
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