1. Tony Dodd 1 Preparing to teach in the Lifelong Learning Sector (6302) Understanding inclusive learning and teaching in lifelong learning Unit 002

2. Inclusion, equality and diversity – supporting differentiation Aims To: 1) examine practical ways to support inclusion, equality and diversity. 2) prepare learners for unit assignment tasks related to inclusive learning and ‘meeting the needs of learners’. Tony Dodd 2

3. Learning Objectives 1.1 Summarise learning and teaching strategies used in own specialism 1.2 Explain how approaches to learning and teaching in own specialism meet the needs of learners 1.3 Describe aspects of inclusive learning 2.1 Explain how to select inclusive learning and teaching techniques 2.2 Explain how to select resources that meet the needs of learners 2.3 Explain how to create assessment opportunities that meet the needs of learners 2.4 Explain how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills 3

4. Learning Objectives (for week 4) 3.1 Explain ways to engage and motivate learners in an inclusive learning environment 3.2 Summarise ways to establish ground rules with learners to promote respect for others 3.3 Explain ways to give constructive feedback that motivates learners –All learning objectives above are the assessment criteria for unit 002 Tony Dodd 4

5. Quick task 1.1 Summarise learning and teaching strategies used in own specialism Tony Dodd 5 What do you do at the moment? Teaching techniques – how you teach Resources/materials Assessment methods How you support students

6. Important point Strategies for supporting inclusive learning apply to ALL aspects of teaching, therefore apply to ALL your units/assignments: –Identifying and meeting the needs of learners (unit 001) –Micro teaching unit (003)..meet the needs of learners –Assessment opportunities that meet the needs of learners (unit 007) Tony Dodd 6

7. Inclusion and differentiation Identification of prior knowledge and/or experience What do you already know about inclusion and differentiation? Tony Dodd 7

8. Inclusion and differentiation Used to be called ‘mixed ability teaching’ Now perceived as: – the means by which we can meet the individual needs of learners – accommodating different individual preferences and support needs Includes strategies for whole class, pairs and individual engagement Tony Dodd 8

9. Differentiation Differentiation is the process by which differences between learners are accommodated so that all students in a group have the best possible chance of learning. (Geoff Petty) http://geoffpetty.com/training- materials/differentiation/http://geoffpetty.com/training- materials/differentiation/ Tony Dodd 9

10. 10 ‘That students differ may be inconvenient but it is inescapable. Adapting to diversity is the inevitable price of productivity, high standards and fairness to the students.’ Theodore Sizer (1932 – 2009 – American educational reform advocate) What was once radical reform should now be the norm!

11. Inclusive Learning ‘The Tomlinson Report’ 1996 Report of the Further Education Funding Council Learning Difficulties and/or Disabilities Committee chaired by Professor John Tomlinson - 1996 Tony Dodd 11 A bit of history

12. Inclusive Learning – Tomlinson 1996 Tony Dodd 12 'The aim is not for students to simply take part in further education but to be actively included and fully engaged in their learning.’

13. Inclusive Learning – Tomlinson 1996 ‘At the heart of our thinking lies the idea of match or fit between how the learner learns best, what they need and want to learn and what is required from the FE sector, the college and teachers for successful learning to take place.’ Tony Dodd 13

14. Inclusive Learning – Tomlinson 1996 Re-designing learning, assessment and organisation to fit objectives and learning styles of students may mean introducing new content to courses, adapting access or both. Not simply ‘giving students with difficulties some additional human or physical aids to participate.’ Tony Dodd 14

15. Tony Dodd 15 Inclusive Learning – Tomlinson 1996 ‘ By inclusive learning therefore we mean the greatest degree of match or fit between the individual learners requirements and the provision that is made for them.’

16. The Equality Act 2010 To comply with Equality Act 2010 inclusive learning can also be defined as ‘the same opportunities for all learners regardless of age, disability, gender, gender identity, race, religion or belief, sexual orientation, marriage and civil partnership and maternity and pregnancy’. Inclusive learning should also apply to ability and learning styles Tony Dodd 16

17. How do you support differentiation within your sessions? 17 Tony Dodd

18. How might your students differ from each other? 1)Make a list of all the different characteristics and needs of learners in one of your current (or perhaps future) classes: 2)How will you identify individual needs? Which processes are available to you inform you of these needs? (5 minutes) Tony Dodd 18

19. What might influence individual learner need and your delivery? Gender – males and females might learn differently Age – have different life experiences and expectations Previous experience of education +ve/-ve? Personal goals Motivational style Disability or Learning Difficulty - may need adjustments made to support effective learning Ability level - may need adjustments made to support or to stretch learners Learning styles – VAK/Honey and Mumford/ multi-sensory learning Behavioural issues – may need adjustments made This is not an exclusive list! 19 Tony Dodd

20. Learner diversity Learners might: have poor learning strategies be able in a particular skill have a sense of failure have ability across a range of subjects have difficulties with one or two subjects have a sensory impairment be poor across the curriculum have problems with certain skills only be left handed have perceptual difficulties not perceive the relevance of tasks lack a sense of progressive achievement be there in body but not in ‘spirit’ Tony Dodd 20 Spiky profile

21. Tony Dodd21 We can differentiate teaching and learning opportunities to suit the individual learner’s: Intellectual ability and potential Skill level and potential Developmental stage Preferred learning styles Preferred pace of learning Attainments and qualifications needs Vocational needs Basic Skills/Essential skills levels Physical ability and potential Social, emotional and behavioural needs Previous learning experiences Cultural and religious needs

22. How do we identify the needs of learners? (Unit 001) Application form Initial interview Enrolment form Induction activities –Ice breakers –Initial and diagnostic assessments –Learning styles and study skills assessments –Identification of Need procedures Student Profile Assessment outcomes Individual tutorial progress reviews By chance!!! Other?? Tony Dodd22

23. How do you support differentiation and inclusion? Working in small groups, identify: –How you can provide support – what strategies and materials you might utilise to make sure you keep all learners actively engaged/meet all needs? –How you might use other sources of support – and what these might be –Use the flipchart paper provided and blu-tack your answers to the wall (10 minutes) Online Bomb Countdown.mht. 23 Tony Dodd

24. 24 Differentiation by Learning objectives Level Expected outcomes Task/s Resources Teaching/learning methods Tutor/peer support Assessment Type of evidence time Tony Dodd

25. 25 Tony Dodd

26. 26 Pairs activity Task 1 Which teaching methods differentiate best? Assume each teaching method is being used in isolation Take ‘differentiation’ to mean ‘can accommodate with differences between students due to their different ability, prior learning, motivation etc.’ (10 minutes)

27. Tony Dodd27 Pairs activity Task 2 For each activity you placed in category ‘C’, decide how you can make it differentiate better if you use it with other methods (5 minutes) http://geoffpetty.com/training- materials/differentiation/

28. Selecting Inclusive learning and teaching techniques (2.1) See QIA differentiation quick start guide Petty Differentiated Learning Strategies Gravells 5 th Edition pgs. 49 to 52 and 56to 59 Gravells 4 th Edition pgs. 43 to 46 and 49 to 51 Tony Dodd 28

29. Supporting different learning styles 29 Tony Dodd See the JISC document on Moodle

30. The trend is now towards supporting multi sensory learning Tony Dodd 30

31. http://stephenslighthouse.com/wp- content/uploads/2010/02/learning_pyramid.jpg 31

32. Bloom’s Taxonomy (classification) of Educational Objectives 1956 Benjamin S Bloom’s designed the taxonomy in order to help teachers to categorise educational objectives and assessment criteria. Based on the idea that not all learning objectives and expected outcomes have equal difficulty/complexity. Spectrum of task difficulty from recalling knowledge to evaluating an argument – increasing complexity. Tony Dodd 32

33. Tony Dodd 33 Bloom’s taxonomy (classification) of the cognitive domain

34. Bloom’s Taxonomies Cognitive Domain Affective Domain Psychomotor Domain Intellectual skills including knowledge, analysis and evaluation How we deal with situations emotionally including motivation and values Physical movement, co- ordination and motor-skills Tony Dodd 34

35. Planning differentiated learning objectives/activities using Bloom’s Taxonomies Cognitive Domain 35 http://www.geoffpetty.com/downloads.html

36. Mixing mastery and developmental tasks from Geoff Petty Supporting differentiation: –Mastery tasks can be mastered by all learners in a short period of time regardless of prior learning. Allows weaker learners to succeed –Developmental tasks stretch the more able learner – using analysis, synthesis and evaluative cognitive domains 36 Set a mix of these tasks for Q&A; lesson tasks; worksheets; assignments; etc. Tony Dodd

37. Delivery Musts When resources are produced, consideration is taken to represent the diverse range of learners who access provision - cultural diversity/avoiding stereotyping Resources are adapted to ensure that learners can access information and to meet individual needs (large print, on tape, using symbols, coloured overlays, available on line) A variety of teaching methods are used following an assessment of different learning styles and levels of ability Assessment is fair and does not discriminate against any learner 37

38. Coleg Cambria Deeside Site Study Skills Support is available to all students and is provided by a team of specialist teachers We can offer: Assessments to identify your support needs Support for learners identified with specific learning differences such as dyslexia, Asperger syndrome, ADD Screening for visual stress and/or visual perceptual difficulties (Irlen Syndrome) Individual and group tutorials with specialist teachers Additional support with English and Maths Revision techniques Strategies for planning, writing and proof-reading assignments to develop independent study Assessments for eligibility for examination access arrangements Communicator for the hearing impaired 38 Tony Dodd

39. Coleg Cambria Deeside Study Skills Disability Assistance We have a range of specialist equipment available for students with visual and/or hearing impairment. Our trained staff offer friendly support and advice. If you have a physical difficulty you can discuss your needs with the Additional Support Manager. Please let us know if you have any specific needs or disabilities. We will treat your enquiry discreetly. We will obtain your permission before details of your support needs are shared with specialist teams within the college. –If you need more information or advice: –Call in to see the Study Skills team (located on the 1st floor of the Learning Zone) –Call 01244 834511 or minicom - 01244 834529 http://sharepoint.deeside.ac.uk/studyskills/default.aspx 39 Tony Dodd

40. Assistive technology Dragon software – speech recognition software http://www.nuance.co.uk/dragon/index.htm Jaws – screen reading software http://www.freedomscientific.com/products /fs/jaws-product-page.asphttp://www.freedomscientific.com/products /fs/jaws-product-page.asp Tony Dodd 40

41. Selecting Inclusive learning and teaching techniques (2.1) See QIA differentiation quick start guide Petty Differentiated Learning Strategies Gravells 5 th Edition pgs. 49 to 52 and 56to 59 Gravells 4 th Edition pgs. 43 to 46 and 49 to 51 Tony Dodd 41

42. Selecting resources to meet the needs of learners 2.2 Tony Dodd 42 Multi sensory variety Multi sensory variety Cultural diversity Avoid stereotypes Complexity Support and stretch different levels

43. Please read the NIACE readability handbook on Moodle Tony Dodd 43

44. Selecting resources to meet the needs of learners 2.2 See QIA multi sensory learning quick start guide NIACE readability booklet Gravells 5 th Edition pgs. 74 to 78 Gravells 4 th Edition pgs. 66 to 68 Tony Dodd 44

45. Explain how to create assessment opportunities that meet the needs of learners Could include: –Assessment against individual targets –Assessment against Core and extension tasks (mastery and developmental) e.g. ‘all learners will…. most learners will…some learners will….. –Choice of different types of evidence – written, oral, video, taped –Time to complete Tony Dodd 45

46. The quality criteria for an effective assessment tool we will cover for Unit 07 assessment What qualities (e.g. fairness) should an effective assessment tool have ? 46

47. Creating assessment opportunities to meet the needs of learners Tony Dodd 47

48. Additional reading/research Gravells 5 th Edition pgs. 49 to 52 and 56to 59 Gravells 4 th Edition pgs. 43 to 46 and 49 to 51 Moodle Tony Dodd 48

49. Learning Objectives 1.1 Summarise learning and teaching strategies used in own specialism 1.2 Explain how approaches to learning and teaching in own specialism meet the needs of learners 1.3 Describe aspects of inclusive learning 2.1 Explain how to select inclusive learning and teaching techniques 2.2 Explain how to select resources that meet the needs of learners 2.3 Explain how to create assessment opportunities that meet the needs of learners 2.4 Explain how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills 49