COURSE: UNIT 6 – UNDERSTANDING INCLUSIVE LEARNING AND TEACHING IN LIFELONG LEARNING COURSE CODE: F/503/1235 LO 1: UNDERSTAND LEARNING AND TEACHING STRATEGIES IN LIFELONG LEARNING LO1.1: ANALYSE LEARNING AND TEACHING STRATEGIES USED IN OWN SPECIALISM Gravells, (2012) explained that regardless of any chosen learning and teaching strategies, the subject being taught, the context and environment, all learners must be engaged, stimulated and motivated at all time to achieve their full potential. For example, In support of the SCCD Notes (2012), and my practice, several learning and teaching techniques needs to be used to create inclusive learning environment because the mix of learners have ODD, ADHD, MLD, autism etc whose needs met with the appropriate teaching resources, various assessment method, etc. She (Gravells (2012) analytically various learning and teaching strategies that could be used and gave examples of individual strength and limitations like demonstration as a practical means of showing how things work, which provides hand-on experience, allowing learners to link theory and practice meeting several learning styles and encourages peer group assessment. In my practice, I encourage learners to demonstrate their knowledge at each stage of my teaching allowing LTT which promotes inclusive learning, foster good rapport, and establish an environment of trust among small groups or individuals learners making them feel safe meeting the safety stage of Maslow’s Heir-achy of Needs. It could also be of a disadvantage due to unavailability of resources, preparation time-consumption, and discourages self assessment Gravells (2012). For example, learners tend to work in group which might not promote inclusion because the more proactive learners tends take over the task and not everyones individual ability is assessed.

One other learning and teaching strategy could be discussions, which I will link to Kolb (1984) described “Learning as the process whereby knowledge is created through the transformation of experience” which could involve all learners in a small groups or 1 to 1 basis to allows time for questions and sharing of ideas and opinions to provide an excellent means of two-way communication such as TTT, TSTT or STT. Gravells (2012) I recall using Q&As to assess learners knowledge, skills and understanding. They enjoy the opportunity to contribute to the topic by sharing relevant examples and getting involved and be part of the lesson. Unfortunately as emphasised by Gravells (2012), this approach does not fully promote inclusive learning environment because shy learners or those with SEN such as English as second language” may not wish to be involved, or become too vocal, and the class gets disrupted due to digression from the task at hand and Individual learners may lose focus. Oboi na rabochij stol ogonj i led tv. Gravells (2012) also explained that e-learning is a convenient alternative option to learning where there’re hindrances to traditional learning situations. It allows flexibility whereby learners work and learn at their own pace from anywhere in the world, with easy access to learning materials at any time.

Mark K Smith outlines nine key activities that teachers engage in. Pedagogy and Practice: Teaching and Learning in the Secondary School, Unit 8 Explaining. 1133/The Carl Rogers Reader. A guide to PTLLS and DTLLS.

For example, even though we attend class once a week, the SCCD library gives all learners the opportunity to study and continue with the assignments with access to the resources and our educations, without relocating. Personally, and in agreement with Gravells (2012), I believe it’s could be more challenging and expensive for the e-learners school ONLY because the need to have access to a computer and Internet connection, and really needs to be self-discipline with time management and procrastination or they will not be able to complete the programme. Grouping the learners to work together is a highly effective learning strategy because it promotes transferable skill, encourages most of the learners’ to be actively involved, sharing ideas/material/workload/knowledge/skills. (SCCD Note (2012)). The result are vase, because they are studying deeper learning and understanding because they feel less isolated and alone, especially at the beginning. I recall in my citizenship lesson, that I encourage the learners to work together as a group to design a poster on issue discussed in the lesson to show understanding and develop their creative skill. In my practice, the risk of group work include individual learner will have less control over the overall task, and the high-achievers often feel that they could have attained a higher mark if they worked alone.