Understanding Inclusive Learning and Teaching in Lifelong Learning

3110 Words Nov 4th, 2012 13 Pages
* Form 2 Assessment front sheet and feedback record PTLLS Level 3
This form is mandatory

Theory Assessment No: | Unit 002 – Understanding Inclusive Learning and Teaching in Lifelong Learning |

Learner name: | Jessica Bell | Enrolment number: | | Date issued: | 23/10/2012 | Date submitted : | 06/11/2012 |

I confirm that the evidence for this unit is authentic and a true representation of my own work.

Learner Signature …………………………………………….. Date …………………


Marker/Tutor/Assessor name: Grade: Date:

1.1 Summarise learning and teaching strategies used in own specialism.
In any teaching specialism it is very
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When I am writing my own tutorials they are based around my own subject knowledge and selection of teaching and learning techniques that I believe will engage learners and keep them motivated to learn during the session. I select these teaching techniques through knowing the class that I teach and what keeps their attention, their learning styles and attention spans. As I normally teach in a classroom it is often difficult to use such teaching techniques such as large scale practical demonstrations. In all the techniques used I aim to ensure that at all times the learning environment is inclusive and that every student feels they have been treated equally and fairly. Being inclusive in group work could mean putting the groups together carefully so that there are not too many dominate students in one group. It is also very important to enable quieter students a chance to participate in the class. This can be done through breaking the class into smaller groups where a quieter student may feel more confident. It could also be achieved by asking for their ideas on a one to one basis during group or individual work and asking them to share (something the teachers knows it good or correct) with the larger group. When selecting teaching and

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