1. Wandsworth Lifelong Learning
Understanding and using inclusive teaching and learning approaches in education and training

2. Wandsworth Lifelong Learning
The purpose of this training is to enable you to understand teaching and learning strategies and approaches in lifelong learning, and how to use these to meet the needs of learners.
It includes how to create a learning environment that engages and motivates.
You will learn how to plan, deliver and evaluate inclusive teaching and learning
CAN WE PUT THIS IN PLAIN
ENGLISH PLEASE?!!

3. Objectives for Today
To DESCRIBE the features of inclusive teaching and learning
To COMPARE strengths and limitations of teaching and learning approaches used in your own area of specialism in relation to meeting individual learner needs

4. To achieve this we will….
Introduce the concept of Learning Styles – how people learn
Raise awareness of the importance of Active Learning
Link active learning strategies to Domains of Learning

5. What are the features of inclusive teaching and learning?
Write your own ideas on post it notes
Then gather together as a table
Can you come up with a description/sentence?
Can you list the key features of inclusive teaching and learning?
Post it notes on each table – get individuals to write up all the things they can think of. Remind them to think about discussions we have had so far regarding equality and diversity

6. Did you include……. Accessibility Equal Opportunity Aware of
Differentiated
Aware of
Barriers and Challenges
Learner Centred
Varied Teaching Styles
Individual Needs
Meeting specific learning needs
Varied Learning Styles
Active
Learning
Stimulating and Engaging
Motivational

7. Any others?….
Inclusive Practice is where a teacher uses a range of strategies and approaches when planning in order to teach everyone regardless of barriers.
(Turner and Whiting, 2014, p49)

8. In Plain English? Tutors need to be think about…..
Teaching Strategies –
How do teachers teach?
Learning Strategies –
How do learners learn?
AIM: To be able to meet the needs of all the class

9. Aspects of Inclusive Learning
EFFECTIVE TEACHING occurs when there is:
Involvement of all learners in the learning process irrespective of individual differences
Implementation of effective DIFFERENTIATED delivery or teaching styles
Differentiation
Recognising learner’s individual differences
Ask if they know what Differentiation is?
How can we do this – by task, by outcome – write this on the board
ACTIVITY – HOW MIGHT YOU DIFFERENTIATE A LESSON THAT YOU TEACH? Is it by task or by outcome?
Work in pairs with someone you haven’t worked with before

10. Inclusion through Differentiation
Setting different learning outcomes – must, should, could
Varying teaching methods/learning activities
Providing relevant support
How do you do it?
Peer teaching/learning
Adapting Resources
Adjusting Questions
Varying Assessment Types
Did you have any of these things?
Teaching methods – vark, cognitive levels, seating,etc
Adapting resources – colour, size, font, design
Assessments – written, verbal
Support – 1-1, peer, LSA
Questions – direct higher level questions to those more able
Assignments at different levels
Peers – use experts in groups to lead the others

11. A few learner scenarios……
How might you aid these individual’s learning?
Mohsin has difficulty concentrating in group activities
Carly struggles with note taking
Marco has a visual impairment
Everyone calls out answers at the same time
Sadia gets bored in lessons but always produces really good pieces of work
Mohsin - ensure plenty of short activities, short snappy activities – help him to remain on task by giving a focus sheet, writing frame. Encourage him to be the scribe
Carly – How does she like to make notes? Bullet points/linear format/spider diagram – give pre-prepared note sheets, could she record?
Marco – respect needs, ask him what he is comfortable with . Position in room, handout size – font/paper size – any specialist support staff needed?
Everyone – how are you asking the questions? Are you asking them to everyone? – use a nominated style of questioning – give everyonetime to think, share then nominate – pose, pause, nominate. You can give questions at the correct level for people
Sadia – is the work hers that she is handing in? Check!! Is the lesson boring?? Reflect?? Are you stretching her enough – what could you do to stretch her?

12. What is Learning? Can we come up with a definition?
What does it involve?

13. Learning- a simple definition
A range of processes leading to a long-lasting or even permanent change in behaviour ……………..but how does it happen?
Learners to discuss – how do they think they learn best?
EG – You want to learn to drive – 6 weeks later you past your test you can drive. You want to learn Spanish – At the end of the session 1 you will be able to say a few words in Spanish.
What has happened? What did you do?

14. A change must occur – before and after the learning event
Change in behaviour
New Knowledge, Skills, Attitude
‘A relatively permanent change in behaviour as a result of experience, training or practice.’
Reece and Walker (2003) Teaching and Learning: A Practical Guide
Learners to discuss – how do they think they learn best?

15. How does learning occur?
People learn in different ways
Think back to when you received your first mobile phone, a DVD player, new television or something else
DISCUSS - Did you read the instructions first, did you ask someone to show or tell you how to use it, or did you jump right in and start using it not knowing what you were doing?
The example will show that not everyone in your group learnt to use their item in the same way. Discuss why this might be.
Explain that all people learn differently, perhaps influenced by experiences in their childhood, school, personal or professional relationships. When you learn something new, you will probably adapt, change or modify your behaviour as a result, the same will apply to your learners.
B0003 (V2) Copyright Ann Gravells

16. V = Visual A = Auditory R = Read/Write K = Kinaesthetic
Does anyone know what these mean?
Fleming (2005)

17. Fleming (2005) VARK
Fleming stated people can be grouped into four styles of learning: visual, aural, read/write and kinaesthetic (VARK)
Visual – seeing and looking
Aural – listening and talking
Read/write – reading and writing
Kinaesthetic – doing
Discuss the following examples and ask your group how they could cover all learning styles when teaching their own subject.
Visual examples (seeing) - learners usually:
are meticulous and neat in appearance
find verbal instructions difficult
memorise by looking at pictures
notice details observe rather than act or talk
like watching videos/DVDs
Aural examples (listening and talking) - learners usually:
are easily distracted
enjoy talking and listening to others
have difficulty with written instructions
hum, sing and whisper or talk out loud
ask questions
don't like noisy environment.
Read/write examples (reading and writing) – learners usually:
are good spellers and have good handwriting
enjoy research
like re-writing what others have written
like to read books
use a dictionary and thesaurus
write lists and make notes
Kinaesthetic examples (doing) - learners usually:
are tactile towards others
do not like reading and are often poor spellers
enjoy worksheets and discussions
fidget with pens whilst studying
like practical activities
use their hands whilst talking
Free VARK learning styles test can be located at
B0003 (V2) Copyright Ann Gravells

18. Visual
Auditory
Diagrams
Maps
Charts
Graphs
Cartoons
Videos
Writing
Images/ pictures
Discussions
Lectures
Tape recordings
Speeches
Debates
Commentary
interviews

19. Read Write
Kinaesthetic
Enjoy research
Rewrite what others have written
Read
Write lists
Make notes
Role play
Demonstrations
Dramatisation
Work experience
Active participation
Enjoy discussions
Tactile

20. Learning Styles; a health warning!
There are many learning styles tools available – some free and some expensive – which claim to be able to “diagnose” your (or your students’) unique approach to learning.

21. Learning Styles: a health warning!
The assessment tool may be a ten-minute on-line quiz or a 200 question questionnaire. You may discover that you are:
a right-brainer or a left brainer
a pragmantist, theorist, activist or reflector
a visual, kinaesthetic or aural learner
…..and so on

22. Learning Styles: a health warning!
In-depth academic study (2006) Prof Frank Coffield noted: “ …. serious conceptual confusion…..” “ … a lack of accumulated theoretical knowledge …” “ … deeply confusing even for the psychologists attempting to make sense of it.”

23. Fleming (2005)
It is thought that everyone uses several different senses to take in new information
Some people have preferences or strengths in one mode
Sometimes we may find it difficult to take in information in one particular mode
It is helpful for us to know so that we can be more aware of a particular way learning preference
ACTIVITY - How could you cover all learning styles when teaching your subject?

24. How do Tutors teach?
We can know about the learning styles of our students but what do we need to think about in terms of facilitating inclusive learning?

25. How to bake a brownie! Look at the activity ideas
Decide which you think is the best way to teach a class how to make a brownie
Rank them from top to bottom

27. Retention of learning
Studies show that over a period of three days, learners remember:
10% of what they read
20% of what they hear
30% of what they see
50% of what they see and hear
70% of what they say
90% of what they say and do
Pike (1989)
Ask your group why they think that reading something only leads to remembering 10% of it, yet talking about it as you are doing it leads to remembering 90%.
Discuss ways of increasing learner retention i.e. using different activities to cover reading, hearing, seeing and doing.
There are lots of theories regarding how people learn. These theories will have been based on ideas, thoughts and experiences. Some are quite old, but are tried and trusted; others are fairly recent. Your group may even come up with their own theories or challenge existing ones during this presentation.
B0003 (V2) Copyright Ann Gravells

28. Learning Preferences
When you hear lots of information you may find it difficult to remember it all
If you can see something taking place that represents what you hear, you will hopefully remember more
However, if you actually carry out the task, you will understand the full process and remember how to do it again
Explain that:
Once learners put theory into practice they will begin to understand what they have learnt. Learners also have a particular learning preference or style, a way that helps them to learn which is based on listening, seeing and doing. Your learners could take a short learning preferences test prior to commencing your programme to identify what these are ( is a quick online test). However, what you may tend to do is teach your sessions in the style in which you learn best – although it will suit you, it may not suit your learners.
B0003 (V2) Copyright Ann Gravells

29. Active Learning
Active learners - recognise that they have to take responsibility for their own learning, to some degree. This leads to DEEP Learning
Passive Learners – rely on the trainer / presenter to “give” them skills/ knowledge / understanding.

30. Active Learning
“I hear – I forget, I see – I remember, I do – I understand “Chinese proverb
Why should we encourage active learning?

31. 3 Learning Domains
Bloom (1956)
Cognitive domain = the head - intellectual capability, i.e., knowledge, or 'think'
Affective domain = the heart - feelings, emotions and behaviour, i.e., attitude, or 'feel‘
3. Psychomotor domain = the hands - manual and physical skills, i.e., skills, or 'do'

32. Learning Domains
New knowledge = Learning in the cognitive domain
New attitude = Learning in the affective domain
New skills = Learning in Psycomotor domain
We need to be sure the teaching strategies and activities we choose fit the domain of learning
Cognitive – What we would like our students to know
Psychomotor – what we would like them to be able to do
Affective – what attitudes we would like them to display

33. What are the domains of learning?
higher
Psychomotor (Skills)
Cognitive (Knowledge)
Affective (Attitude)
lower
Learn by
Doing/Motor Skills
Learn by
Feelings, values,beliefs
Intellectual skills and abilities
Can you think of the 3 domains of learning in terms of what you do in your specialism?

34. Learning Domains Lecture alone will not be enough….
Sid wants his students to learn how to build a wall…
Lecture alone will not be enough….

35. Knowledge which your learners have to acquire
Thinking about a course you deliver - consider which learning domain/s are key:
Knowledge which your learners have to acquire
Attitudes which your learners have to acquire
Physical skills which your learners have to acquire

36. Teaching and Learning Strategies?
All ‘classroom’ activities should consist of:
TEACHING - What the teacher does
LEARNING - What the learners do
A balanced approach should be adopted to meet the different needs of learners, to engage learners in a motivational way and to encourage autonomy

37. What are teaching and learning strategies?
Activities /methods planned to aid learning, involving a group of learners or individual learners. E.G.
Teacher talk / explanation / lecture….
A homework assignment / project ….
Teacher demonstrates a skill…..
List 5 more….

38. What are teaching and learning strategies?
You may have mentioned:
Online quizzes….
Discussion in small groups ….
Thought-shower ( whole class) ….
Exam / test in timed conditions….
Games ( problem-solving / decision making…)

39. What are teaching and learning strategies?or
Reading…..
Peer teaching / peer checking ….….
Practical work e.g. in a salon…workshop…….
Role play ……….
Tutorials – one to one with teacher …..

40. Teaching Methods ( strategy)
Teaching Strategy
(Method)
Suited to what?
Subject, group, style of learner
Strengths
Limitations

41. Think about a course you deliver and identify :
Some aspects of inclusive practice that you need to be aware of in your teaching.
Strategies you can use to ensure that
learning is accessible to all learners
 How you try to ensure that
no learner feels excluded.
Hand out – feedback around each stage of the cycle.

42. Reflect on how you are promoting inclusion at every level
Identify
Needs
Quality Assurance
/Evaluation
The Teaching
Cycle
Planning
Learning
Assessing
Learning
Facilitating
Learning
This is taken from the work of David Kolb who developed the Training Cycle
Teaching is a structured process and following this cycle ensures achievement.
It is a continuum – what does this mean?
You need to follow through it to be effective.
Reflect on how you are promoting inclusion at every level
Gravells.A (2012,p10) 42

43. Summary You should now feel able to …
Describe features of inclusive teaching and learning
Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs