1. Wandsworth Lifelong Learning
Understanding and using inclusive teaching and learning approaches in education and training Session 2

2. Session Aims
-Review learning from previous session – Why is it important to create an inclusive teaching and learning environment?
- Discuss and plan teaching and learning approaches, resources and assessment methods to meet individual learner needs
-Describe how one or more functional skills can be embedded in own subject area
- Explain ways to engage and motivate learners

3. First…. Recap and feedback
Think – Pair – Share
First:One minute to think about
the previous session.
What key points do you
recall? (No peeking at
your notes!)

4. Think – Pair – Share
Next: 2 minutes to compare
what you remembered
with a colleague

5. Why recap?????????

6. Recap “Active learning” means….. Name the three domains of learning.
What was that theorist’s name?

7. What next? Ask the 3 questions to the whole class?
Nominate particular students to answer?
Get each student to write down answers. Collect and mark?
Use mini blackboards?

8. 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?

9. Psychomotor Domain Higher Order Thinking
Entry
Level 1
Level 3
Level 4+
Unconscious mastery of the skill
Adapt/Discuss new skills
Level 2
Reliable/idependant
Instruction
Use driving a car example
Copy
Lower Order
Thinking
Adapted from Turner & Whiting, 2014

10. Cognitive Domain Set tasks at the correct level
Critical, recommendations
Relate old and new knowledge
But do stretch learners where appropriate
Compare and Contrast
Predict and apply
Explain
List, name, identify

11. Affective Domain Why is Bloom’s work useful? Helps you to plan
Ask/Listen
React
Adopts ideas
Compare/relate
Adopts behaviour
Helps you to plan
Write materials
Assess appropriately
Learners can see their progress

12. KOLB’s Experiential theory
Kolb (1984) proposed a four-stage experiential learning cycle by which people understand their experiences, and as a result, modify their behaviour
It is based on the idea that the more often a learner reflects on a task, the more often they have the opportunity to modify and refine their efforts
Ask your learners if they have heard of Kolb’s Experiential Learning Cycle before and what it consists of.
A diagram is on the next slide with an explanation and example in the presenter notes.
B0003 (V2) Copyright Ann Gravells

13. Experiential Learning Styles
CONCRETE EXPERIENCE
(Experiencing/Doing)
REFLECTIVE OBSERVATION
(Reflecting, reviewing the experience)
ACTIVE
EXPERIMENTATION
(Acting, planning, trying out what you have learned))
KOLB
(1984)
ABSTRACT
CONCEPTUALISATION
(Thinking, concluding, learning from the experience)
Cake example to explain – make, review, think, remake new cakes.
How is Kolb applying to the way you are learning on this programme – CLUE - think of the way in which we are structuring assignments. Is this happening just once across the whole course or is it happening many times?
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14. Or put another way!…. KOLB
Doing
KOLB
Thinking about what you have done
Test it out - Redoing
Making sense of it - Planning how you would do it differently
Cake example to explain – make, review, think, remake new cakes.
How is Kolb applying to the way you are learning on this programme – CLUE - think of the way in which we are structuring assignments. Is this happening just once across the whole course or is it happening many times?
Concrete experience is about experiencing or immersing yourself in the task and is the first stage in which a person simply carries out the task assigned. This is the doing stage.
Observation and reflection involve stepping back from the task and reviewing what has been done and experienced. Your values, attitudes and beliefs can influence your thinking at this stage. This is the thinking about what you have done stage.
Abstract conceptualisation involves interpreting the events that have been carried out and making sense of them. This is the planning how you will do it differently stage.
Active experimentation enables you to take the new learning and predict what is likely to happen next or what actions should be taken to refine the way the task is done again. This is the redoing stage based upon experience and reflection
How could this model be helpful when planning for inclusive learning and teaching?
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15. Functional skills
Initiative to improve literacy, numeracy and IT with all learners
Gov want people to develop these skills during adult learning – we should be able to develop the basics, refer on if we feel there is a need
‘…the skills needed in order to manage life and to function in modern society’ Turner & Whiting 2014, p61

16. Functional skills Literacy Language Numeracy ICT skills
Initiative to improve literacy, numeracy and IT with all learners
Gov want people to develop these skills during adult learning – we should be able to develop the basics, refer on if we feel there is a need

17. Functional skills
Whenever possible, build in opportunities to help learners improve their functional skills
How?

18. Embedding functional skills example
Cookery Course
Language – discussing recipes, talking, listening and asking questions
Literacy reading recipes, researching healthy eating website, writing a list of
ingredients, word processing a menu
Numeracy - calculating weights and costs,
estimating calories, cooking times ….
ICT skills – Using websites, using word to type
Embedding functional skills example
Can you come up with one example of how you could draw this out in your course? Go round the room and discuss.

19. Wider skills
Initiative to improve literacy, numeracy and IT with all learners
Gov want people to develop these skills during adult learning – we should be able to develop the basics, refer on if we feel there is a need

20. Group Task 1 – 20 mins
Evaluating teaching and learning strategies

21. Group Task 2 – 20 minutes!
Choose a topic/task/skill to teach – imagine you have a short session to teach it.
Using Kolb’s Experiential Cycle plan how you would use inclusive teaching and learning strategies to teach this.
Include how you will use opportunities to teach functional and wider skills through this session
Initiative to improve literacy, numeracy and IT with all learners
Gov want people to develop these skills during adult learning – we should be able to develop the basics, refer on if we feel there is a need

22. Group Task – 20 minutes!
Include thinking about your resources – how can you make these inclusive?
Can you add in some assessment – how would this be inclusive?
Present your session to the group
Initiative to improve literacy, numeracy and IT with all learners
Gov want people to develop these skills during adult learning – we should be able to develop the basics, refer on if we feel there is a need

23. 2.1 Why is it important to create an inclusive teaching and learning environment?
We know the how……..
Now list the why……….

24. 2.1 Why is it important to create an inclusive teaching and learning environment?
Challenges stereotypes
Flexible learning can encourage all people back to learning
Removes or deals with barriers
Promotes inclusion and stops discrimination
Engenders mutual respect and tolerance

25. (2.3) Ways to engage and motivate learners
Before you can teach them, you have to reach them! (McCarty and Siccone, 2001)

26. Think back to some teaching / training ……
A) which did motivate you. B) which did not motivate you.

27. The Theory of Teaching Pedagogy Andragogy Traditional Approach
Teaching Children
Adult Learning
Teacher Centred/Directed
Learner Centred
Focused on TEACHING STRATEGIES
Focus on LEARNING STRATEGIES

28. The theory of adult learning - adults learn differently than children
Malcolm Knowles, 1984
Andragogy:-
The theory of adult learning - adults
learn differently than children
Adult learners are volunteers - there is no compulsion involved when teaching adults and therefore motivation is not usually a problem
Adults tend to seek out learning opportunities
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29. Angragogy – Teaching Adults!

30. Androgogy Four keys to adult learning
Let adults direct themselves in the instructional process
Link new information with previous experiences
Make sure the information is relevant
Make sure the information is readily useable for the learner
Green, J. (1998). Androgogy: Teaching adults. In  B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved January 31, 2010, from
Adult Learning
Andragogy vs. Pedagogy
Pedagogy derives from the Greek paidagogia: the word "paid," means child, and "agogos," means leader. Thus, pedagogy originanlly meant education, attendance on children (etymonline.com).
From this origin the teacher-centered model has been part of the pedagogical model. The teacher, according to this model has full responsibility for making decisions about what will be learned, how it will be learned, when it will be learned, and determining if the material has been learned. Pedagogy, therefore, places the student in a submissive role.
Pedagogy, or what some people refer to as didactic, has had competition from a different approach to teaching and learning, a new theory called andragogy.
The term andragogy was originally formulated by a German teacher, Alexander Kapp, in 1833 (Nottingham Andragogy Group 1983: v). The first time the term "andragogy" became widespread among adult educators in North America was in 1968, when a professor of adult education at Boston University, Malcom Knowles introduced the term (then spelled "androgogy") through a journal article. Knowles later developed it into a theory of adult learning education in the Modern Practice of Adult Education: Andragogy Versus Pedagogy, in In this book, Knowles, differentiates the two disciplines as follows:
Andragogy Pedagogy Learners are called “participants” or “learners.” Learners are called “students.” Independent learning style. Dependent learning style. Objectives are flexible. Objectives are predetermined and inflexible It is assumed that the learners have experience to contribute. It is assumed that the learners are inexperienced and/or uninformed. Active training methods are used. Passive training methods, such as lecture, are used. Learners influence timing and pace. Trainer controls timing and pace. Participant involvement is vital. Participants contribute little to the experience. Learning is real-life problem-centered. Learning is content-centered. Participants are seen as primary resources for ideas and examples. Trainer is seen as the primary resource who provides ideas and examples. For Knowles, andragogy is premised on at least four crucial assumptions about the characteristics of adult learners that are different from the assumptions about child learners on which traditional pedagogy is premised ( A fifth was added later.
1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being.
2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.
3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.
4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness.
5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12).
By 1984 Knowles had altered his position on the distinction between pedagogy and andragogy. The child-adult dichotomy became less marked. He claimed, as above, that pedagogy was a content model and andragogy a process model but the same criticisms apply concerning his introduction of behaviourist elements. He even added the fifth assumption: As a person matures the motivation to learn is internal (1984: 12). Yet while there have been these shifts, the tenor of his work, as Jarvis (1987b) argues, still seems to suggest that andragogy is related to adult learning and pedagogy to child learning.
References
Knowles, M. et al (1984) Andragogy in Action. Applying modern principles of adult education, San Francisco: Jossey Bass. A collection of chapters examining different aspects of Knowles' formulation.
Knowles, M. S. (1990) The Adult Learner. A neglected species (4e), Houston: Gulf Publishing. First appeared in viii pages. Surveys learning theory, andragogy and human resource development (HRD).
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31. Factors in creating a motivating environment
Teacher / trainer behaviour
Feedback
Relevance ( perceived relevance)
Methods
Resources
Class Layout
Plus…?

32. Motivation Ideas for the Classroom
In pairs, reflect on the ideas that could help to motivate a class. Come up with an explanation of how it might be adapted to motivate your learners.

33. Review: what have we learned about……
The key features of inclusive teaching and learning?
Why it is important to provide opportunities for learners to develop their Eng, Maths, ICT and Wider skills?
Why is it important to create an inclusive teaching and learning environment?
Ways to engage and motivate learners ?
Ways to establish ground rules with learners ?