Kate Thomson
Global Edulink
NCFE _-Level 3 Award in Education and Training
Assignment Group B
Understanding and using inclusive learning and teaching approaches in education and training.
1. Understand inclusive teaching and learning approaches in education and training.
1.1 Describe features of inclusive teaching and learning.
Being inclusive means involving everyone. In teaching terms this means conducting your educational
teaching or training is a ways which includes all learner’s in the learning process. As Gravells (2013)
says “It’s also about treating all learners equally and fairly, without directly or indirectly excluding
anyone” taking into account fairness in equality and diversity. To be fully inclusive the learning must
adapt to ever changing circumstances and as such is constantly evolving over time and working to
ensure there are no barriers with may exclude learners. In order to achieve this inclusivity the
following feature need to be constantly considered;
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Use different teaching, learning and assessment strategies linked to individual learns needs.
Differentiate for different learners styles of learning.
Take into account all the different learning and support needs learners have.
Effective group management and reflection to identify any situations where there may be
barriers to learning.
Encourage active participation in the learning process by way of open questioning, group
discussion and promotion of listening skills.
Identify and remove any barriers to learning.
Be fair and consistent with all learners and approachable so if they identify any barriers
themselves they can approach the teacher to work out a way forward.
Promote a positive learning environment which treats all learners equally but is respectful of
differences.
Use a range of diverse material and resources in the teaching process taking into account
the different styles of learning i.e. visual leaners, auditory learners, kinaesthetic learners and
those that learn best by reading or writing down.
1.2 Compare the strengths and limitations of teaching and learning approaches used in own area
of specialism in relation to meeting individual learner needs.
I have a very varied range of teaching opportunities and subject matter in my role as an NRW
Education Officer. I deliver to a wide range of ages as we offer lifelong learning, deliver indoors and
outdoors to a handful of learners up to big groups on a carousel basis. As such I use a lot of different
teaching styles.
I have tried to summarise the main ones using the following table to separate both strengths and
limitations with respect to meeting individual needs;
Teaching and Learning
Approach
Practical activities, games and
investigation work i.e. survey
work, minibeast hunt, making
an object form natural
materials etc.
Strengths to meeting
individual leaners needs
Offering hands on tasks is
good experience particularly
for kinaesthetic learners. By
incorporating written
instructions it also engages the
read/write learners.
Learners get to put their
theoretical understanding into
practice and promotes selfdiscovery.
Scope for offering
differentiated activities
without it being obvious to all
Can be done in a group work
setting promoting team
working and interaction,.
Demonstrations
e.g. demonstrating how to
river dip safely and effectively.
Can be adapted to suit all
learner styles.
Ensures all learners are given
the same information at the
same time especially if it
involves health and safety such
as in a river environment.
Allows learners to be shown
new skills or techniques or
how something works i.e. light
meters use etc.
Allows for question taking to
check understanding has taken
place.
Can involve activist learners as
part of the demonstration
process.
Allows full participation and
interaction with group
members.
Everyone benefits form skills
and knowledge sharing.
Use of questioning can
facilitate further reviews of
decisions and activities.
Good feedback for the
teacher.
Face to face interaction
between the teacher and the
learner. All focused on the
same thing
Discussions particularly useful
In adult training scenarios
Presentations including power
point e.g. with secondary
schools for non-practical
activities such as climate
change.
Limitations to meeting
individual leaners needs
May not effectively engage all
types of learners and if it
involves tool use or written
recording may be difficult to
adapt to all learners.
Not always suitable for larger
group sizes.
Lots of preparation and
possible resource required
which requires careful
management.
Maybe lots of written
recording needed which is not
suitable to all learners.
May require a lot of oral
explanation which some
learners find hard to take in.
May require a lot of oral
explanation which some
learners find hard to take in.
Large groups may struggle to
be able to hear and see what is
happening or those that are
shorter in height.
Individuals may lose interest.
May require a lot of oral
explanation which some
learners find hard to take in.
Not all leaners are happy to
contribute so can be
dominated by a few. Needs a
good Chairperson to resolve
this.
May require a lot of oral time
which some learners find hard
to take in.
Constant questioning can
interrupt flow of learning.
Group work including games
and ice breakers
e.g Shelter building activity,
bat and moth game
Can take questioning
throughout the presentation
or at the end. Can produce
handouts to accompany the
talk and to take home after
which suits read/write
learners. Auditory learners
need only listen not read the
screen.
Improves team work and
group interaction
Scope for offering
differentiated activities
without it being obvious to all.
Suits less literate learners and
is inclusive.
Needs good prior preparations
and all the technology to be in
place and working on the day!
Easy to lose interest and may
not appeal to kinaesthetic
learners. May not suit those
with visual or hearing
impairments.
Not always suitable for larger
group sizes.
Lots of preparation and
possible resource required
which requires careful
management.
May not be full inclusive to
those with physical
impairments.
1.3 Explain why it is important to provide opportunities for learners to develop their English,
mathematics, ICT and wider skills.
Numeracy and literacy skills are vital in the world of work and in general life to help with basic things
like shopping, budgeting etc. As Gravells states “They provide the essential skills, knowledge and
understanding that will enable people to function confidently, effectively and independently in life
and at work”. Gravells (2013) p86. They also help with future career opportunities and so should be
at the core of any learning.
Wider skills relate to the learners “personal learning and thinking skills (PLTS)” Gravells (2013) p86
which also help in work and the wider social environment.
As a teacher it is imperative that opportunities are provided to the learns to develop their English
and Mathematical skills along with ICT and these wider skills in order to
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Improve their thinking and problem solving skills
Improve their knowledge and understanding generally
Enhance their personal skills and confidence in general
Develop their ability to learn, work and function independently
To ultimately offer them progression in further education, training or employment.
In my Education Officer Role I try to incorporate these skills into as much of my teaching as possible
and I have tried to summarise them in the table in relation to an activity of running a Citizen Science
OPAL bug count survey with groups;
Skills needed
English
Opportunities for learners to develop those
skills
Reading the survey sheet, ID chart, following
the flow chart and following instructions for
recording. Recording results
Mathematics
ICT Skills
Wider skills (PLTS)
Completing the tally charts, adding up totals,
counting number of creature found, recording
the results. Using data collection methods and
further chart work with the data.
Uploading the results on to the OPAL website.
Use of calculators and internet for follow up
reading.
Presentation skills
Use of digital caners to record and upload
sightings to the OPAL website.
ESDGC knowledge and understanding of the
world around them.
Environmental awareness and sustainable
development, the human impact on the
environment, importance of habitats and
protection.
Their personal global and carbon footprint.
Welsh language inclusion.
Personal and social development – team and
group working opportunities.
Leadership skills.
2. Understand ways to create an inclusive teaching and learning environment.
2.1 Explain why it is important to create an inclusive teaching and learning environment.
In order for learners to reach their full potential and be successful they need to have been taught
within a fully inclusive teaching and learning environment. “Inclusive learning is about ensuring all
your learners have the opportunity to be involved, to contribute and to be included in the learning
process Gravells(2013) p58
To be an inclusive teaching and learning environment it has to involved aspects discussed prior such
as promoting equality and valuing diversity, maintain a safe and supportive learning environment
and follow appropriate behaviours and respectful attitudes at all times.
In my roles as an NRW Education Officer I ensure I am fully inclusive in the following ways;
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I check with the group leader when completing the group booking form for any behavioural,
special educational needs, any disabilities, medical issues or potential limitations and make
sure I progresses and adapt in the hoof as well if necessary.
As part of the booking process the leader is given a pre visit information form
recommending the types of clothing to wear, use of sun cream or insect repellent as
appropriate.
I plan and prepare the session plans and resources with the group and individual learners in
mind to be inclusive. I check with the group leader if I need further information. I
differentiate activities so all learners can succeed.
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I carry out site safety checks prior to the visit, check weather reports and complete a full site
risk assessment. I also dynamically risk assess as the session progresses to ensure the safety
and comfort of the group.
On the groups arrival I welcome them, do a safety and housekeeping introduction the
session and ensure everyone is aware of the boundaries and expectations of the visit. The
session plan is made clear along with start and finish times, as well as the timings of lunch
and or snack breaks.
The aims and learning outcomes are shared with the group.
Bearing in mind that a lot of my visits are based outdoors I incorporate as many different
teaching and learning approaches as possible into the education and training I am offering. I
use question and answer tactic to keep track of learning and for feedback and dynamically
adjust my session accordingly.
I provide a range of equipment and resources so everyone is actively involved at all times
and to help meet individual learner needs i.e. larger magnifying glasses rather than bug pots
or extra pond nets etc.
I wear corporate PPE clothing and maintain a professional nature at all times but am
interactive and approachable. I mix throughout the group so individuals can quietly speak to
me if they are too shy to speak out in front of a group.
I try to motivate and enthuse groups by being positive and interested. I praise learners when
they have done something well or found something interesting and encourage them to
share their findings.
I always hope to enthuse a love of learning that will carry on through life whether in a formal
education or training setting or just life in general.
2.2 Explain why it is important to select teaching and learning approaches, resources and
assessment methods to meet individual learner needs.
It is vital to select the appropriate teaching and learning approaches in order to meet the individual
learner needs in order to facilitate and develop their learning discussion having been given earlier in
section 1.2. Resources have been described by Gravells (2013) p81 as “…the aids, books, handouts,
items of equipment, objects and people that you use to deliver and assess your subject. They should
stimulate learning, add impact and promote interest in the subject”. As discussed earlier you can
adapt the resources to suit individual learners but also differentiate between different groups. For
example if I am teaching about habitats with a Foundation Phase group I would use magnifying
glasses or bug pots but reserve the use of pooters to Key Stage 2 classes as they need to have
developed the right skills to use them safely. I would up the level of identification sheets to key flow
charts for the older children and then maybe use different sheets to suit different abilities within
that year group. This can be done in such a way as to avoid being obvious that there are any
adaptations and is definitely easier to do in an outdoor setting when the group are generally more
engaged in their own learning.
In my Education Officer role I tend not to rely on too many resources out in the field as most
learning that takes places is reactive and self-discovery. Resources can sometime detract from this.
When I am, teacher training however or working with secondary or tertiary groups the resources
become more numerous. The sorts of resources I use are detailed in the table below;
Resource
How it meets individual learner needs
Bug pots, pond nets, ID sheets, soft toy animals
of the wood etc.
The natural environment e.g. minibeasts, stick
and leaves
Expert visitor e.g. Forester colleague
Handouts, information leaflets e.g Forest Fun
leaflets, data collection or survey sheets
The resources enhance the activity and gives it
structure. They can be used to differentiate the
learning so I can add extra resources to stretch
some learning and use less sophisticated
equipment for others. I can use bigger
magnifying glasses for the visually impaired etc.
Offers an inspiring environment to motivate
learning.
Suits learners who don’t suit a classroom based
setting.
Stimulates discussion and questioning.
Can provide higher or specific subject
knowledge and skills to individual learners.
Can answer specific subject related questions
and promote discussion.
Can refer to electronic versions which can help
with ICT use.
Can be a visual aid to help learners reinforce
learning.
Can be discussed to suit auditory learners.
Can be used to collect data for follow up work.
Once the learning has taken place it is vital to do some evaluation to find out if it has been effective
and successful. This where the need for assessment comes in. It helps both teacher and learner see
how they can improve and develop their specific learning.
Gravells (2013) p104 says that “The more teaching and learning approaches you can use, the more
opportunities there are for assessment to take place.”
A lot of the assessment I do in my role is by verbal questioning and the answers given quickly inform
me whether the subject matter has been grasped and also what incidental learning has taken place.
For example if I am running a session on climate change focussed on our carbon footprint I can
ultimately ask the question “Can you now explain to me why trees are important”? If they give me
answers based on the importance for oxygen production or carbon storage then I know they have
fully understood by doing the practical activities. If they then tell me we need to plant more trees
that shows a deeper level of understanding.
If I am teaching a practical session like making elder beads the assessment is done both by
questioning and watching them perform the practical task, if they do it correctly and safely I know
they have understood whereas if they haven’t I can reflect on which stage the learning missed. I can
also use self-assessment strategies and peer assessment. A lot of activities are done in groups and
then rotating round to give constructive feedback on other groups work. A quiz is a fun way of
testing understanding ass part of a plenary. Assessment shows how individual learners and you can
identify learning styles form eh subject matter being taught. For example if I am demonstrating an
activity such lighting a camp fire to leaners sat watching, those that are visual leaners will benefit
and possible auditory leaners. If I however get the leaners to have a go for themselves that will
stimulate the kinaesthetic learners more. I can adapt my activity and teaching style to suit
accordingly. I like teaching in a circle setting ass everyone is an equal and have the same position for
seeing and hearing what is going on.
2.3 Explain ways to engage and motivate learners.
Learners who are actively engaged in their learning are those that are a keen participant and
become actively involved not just incidental to it. It is the motivation to learn which will make them
become actively involved. Gravells (2013, pg 29) states it is that motivation which is the “incentive or
reason why someone chooses to do something”. Learning improves when leaners are engaged and
motivated. Equally if the learner become disengaged with the learning process their behaviour can
become disruptive or disinterested and their learning can be negatively affected.
To motivate and engage the learners in my role as an Education Officer working outdoors I tend to
use the following strategies;
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I make sure they know what clothing to wear so they are not too cold, wet or uncomfortable
as this can be the cause of distraction.
I explain the aims and objectives of the session clearly and provide the timings of breaks etc.
so they know what to expect.
I use ice breaker games to engage their attention, relax them into the session and reduce
any tensions.
I check the booking forms so I am reminded of any particular issues I need to focus on.
I employ a variety of teaching approaches, activities and resources to motivate and stimulate
learning.
I work with SMART objectives so no leaner is set up to fail. These are the building blocks to
the session so self-esteem is built on the completion of each small step and this helps
engage and also motivate them on.
I build in opportunities for active participation and contribution where possible.
I provide constructive praise and lots of verbal feedback. I try my best to be encouraging,
and supportive. If a learner has made a wonderful home for a creature for example I find the
active process of taking a photograph is a physical praise that bolsters their self-confidence.
In group situations often a friendly competition can focus attention on the task at hand as
groups tend to be naturally competitive.
I ask open questions to get the leaners thinking and motivated.
I share my interest and enthusiasm to the subject in the hope this is catching!
I continually assess for learning and summarise at the end in the plenary session.
2.4 Summarise ways to establish ground rules with learners.
Ground rules need to be established right at the beginning of the teaching session as they provide
the structure within which the group can operate effectively. Gravells (2013 p100) describes them as
“boundaries and rules to help create suitable conditions within which learners (and yourself) can
safely work and learn”.
Ground rules should apply to everyone within the group and it can help if they are all set by and
agreed by the group too as this can give the group ownership of the rules and encourages
compliance. If anyone within the group breaks the ground rules they are effectively going against
their own agreed rules so less likely to break them than rules they felt were imposed on them.
Other ways to initial establish ground rules can be to start the session with a discussion about what
the group feel are fair common rules that cover both health and safety and behaviours. If this is
noted down on a large board or flip chart it can be left on display as a visual reminder of the agreed
rules and aid compliance.
Ground rules need to be enforced consistently and strictly adhered to if they are to have any effect
and to be followed. Their use can help maintain a safe and positive environment for learning,
manage any disruptive behaviour and promote positive behaviour and support within the group.
They should cover issues such as;
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Healthy and safety rules,
Rules about expected behaviours within the group setting,
Agreement on provision and timing of comfort breaks
Smoking breaks and locations of these for adults,
Electronic mobile phone device use or use breaks,
Eating and drinking.
During my sessions I am meticulous in ensuring I follow the set ground rules so I am leading by
example.
3. Be able to plan inclusive teaching and learning.
3.1 Devise an inclusive teaching and learning plan.
3.2 Justify own selection of teaching and learning approaches, resources and assessment methods
in relation to meeting individual leaner needs.
4. Be able to deliver inclusive teaching and learning.
4.1 Use teaching and learning approaches, resources and assessment methods to meet individual
learner needs.
4.2 Communicate with learners in ways that meet their individual needs.
4.3 Provide constructive feedback to learners to meet their individual needs.
5. Be able to evaluate the delivery of inclusive teaching and learning.
5.1 Review the effectiveness of own delivery of inclusive teaching and learning.
5.2 Identify areas for improvement on own delivery of inclusive teaching and learning.
Bibliography
Gravells, A, (2013), The Award in Education and Training London,, Learning Matters Sage
Publications; London
Gravells, A, 2013, Passing Assessments for the Award in Teaching and Learning, Learning Matters
Sage Publications; London