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As we are all individuals with individual needs, we all learn in a different way. This Is the reason teaching and learning strategies are devised. Teaching strategies are needed to help ease the implication of a variation of teaching methods and techniques. Teaching and learning strategies work In partnership to give a constructive educational Journey for both the tutor and learner. Well known strategies like Kola’s learning cycle, Mascots Hierarchy of needs and not to forget Skinner’s behaviorism strategy which helped to teach mentally retarded and autistic hillier, have all helped with teaching and learning across the world. Teaching strategies consider the learner and their Individual learning needs In order to create a comfortable, engaging and motivational targeted learning path. Wealth my own teaching specialist I use a variety of teaching approaches In order to meet the needs of my learners.
I am aware that I always have a variation of learning styles wealth my groups. I visual learners and for this learning style I include demonstrations, handouts and sometimes photos. I have some auditory learners who are good sterner so for these learners I include discussions and video clips. I also have kinesthesia learners who usually learn best through being active during sessions so for these learners I include games and other methods they can adapt to.
It is essential need to make sure which every session being provided is inclusive. I achieve this by using a variety of learning and teaching methods. The methods used depend on the independent needs of each learner present, this will help involve the entire group and present them each with a worthwhile learning experience. When electing inclusive learning and teaching techniques I have learnt one of the best ways of finding out what will work best with who is to simply ask each learner individually.
This saves time and me guessing wrongly. Once I have gathered this information it eases the pressure of planning a session that caters for each learner’s individual needs and is inclusive. The learners needs can be identified as part of the application process, assessment or via a one to one conversation. This information also makes it easier to select the correct resources for each learner. I usually give out Important information verbally and via handouts.
Creating assessment opportunities that meet the needs of the learner can be easily achieved especially when tailored to the level of progress of each learner and their learning style. Talking to the learner and asking them what works best for them as an Individual Is crucial. I feel making sure assessment is continuous through the learners Journey Is critical especially as It gives me and the learner a clear understanding of their progress which In turn helps highlight areas that may need further work.
Assessment activities are varied and can be produced In different forms e. . Written or electronic. Giving the learners options helps this process run more smoothly. Continuous feedback I feel Is always helpful for the learner as It provides a clear picture of their progress and again areas that can be considered for Improvement and also gives the opportunity for praise. Reviews, goal setting and peer assessments I fled usually work well as well as self taken place to demonstrate learning has actually taken place.
Everything done has to be recorded, if not the learning is nonexistent. The easiest way to demonstrate a learner’s Journey is to keep records of evidence. I feel providing opportunities for learners to practice literacy, language skills, innumeracy skills and it skills should be included within my own teaching, I feel this is achievable by using different methods of teaching and resounding as well as asking for work to be presented in different styles for example written and spoken pieces, work produces on a computer.
There are many ways to motivate and engage learners in an inclusive learning environment. I feel one of the most important things is to make sure the learning environment meets the learners basic and individual needs. This will help them to feel comfortable which in turn helps them learn at ease. Using varied teaching approaches, negotiating clear targets giving praise and constructive and ongoing feedback as well as having conversations asking clear and open questions, giving praise and being aware of attention habits help to engage and motivate learners.
Each learner has a different reason for learning. Some are intrinsic and want to learn for their own benefit and others are extrinsic and want to learn for the benefit of possible work promotions . Therefore different approaches like those above are added to engage and motivate individuals with varied needs. Reading Mascots hierarchy of needs gives a good guide of things that should be considered when creating a motivational and engaging learning environment as it takes into consideration of each learner needs individually.
Establishing ground rules during a session should always be a group task. Both tutor and learners should decide together which rules fit their session best either in small groups or as one big one. I feel space for change within the rules should always be allowed and learners should always be included in this process. Rules should clearly be displayed where each learner can see them and any rule breaking should be addressed as quickly as possible in order to help prevent any distractions that may be caused.
Constructive feedback is an important part of each learner’s Journey as it helps motivate learners and should be handled with care. This kind of feedback should be issued with open body language and relaxed facial expressions and should always aim to help boost the learner’s confidence as well as encourage and motivate them. Feedback can be given to a learner individually or as part of a group, formally or informally. I feel feedback should always be genuine and realistic and any future goals set should be too.
I feel a learner should always be presented with the chance to feedback on your feedback in order to discuss findings further. A useful technique for giving feedback is known commonly as the sandwich theory in which feedback is started with a positive reaction to work, followed by any criticisms sandwiched in the middle and finished with something positive. This helps give a positive balance to feedback and can be seen as a motivational way of giving feedback to learners.