PTLLS Level 4
This form is mandatory
Theory Assessment No: _______________________________________________
Learner name: Kerri McCann____________________________________
I confirm that the evidence for this unit is authentic and a true representation of my own work. Learner signature:_________________________
Continue on a separate sheet if necessary, see overleaf
Tutor/Assessor/Marker and IQA’s signatures (IQA if sampled) must appear on the following page.
(Continued from previous page)
Marker/Tutor/Assessor name: _____________________Grade______ Date __________
(if referred): ____________________Grade ______ Date __________
IQA’s name (if sampled) _________________________
Unit 009 Understanding Inclusive Learning and Teaching in Lifelong Learning Key Factors Influencing Inclusive Teaching and Learning
The focus of this assignment is the key factors that influence inclusive teaching and learning and how it is incorporated into my specialist subject area. As individuals we all learn differently, this has been influenced by past educational experiences, study techniques and personal approaches to how we undertake tasks. This can be defined as ‘particular ways of gathering, processing and storing information and experiences’ (Cuthbert, 2005). As all students have a particular style of learning, this knowledge as a teacher enables the inclusion of a variety of tasks within their teaching style. Fleming (2005) stated that people can be grouped into four styles of learning: (Gravells, 2012), Visual, Aural, Read / Write and Kinaesthetic (VARK), with Honey and Mumford (1992) suggesting that learners are a mixture of the four styles, Activist, Pragmatist, Theorist and Reflector. (Gravells, 2012). However, Coffield states “it was not sufficient to pay attention to individual differences in learners, we must take account of the whole teaching –learning environment” (Coffield, 2008). To teach is to change how someone understands, experiences and conceives the World (Ramsden, 2003), inclusive teaching methods are to encourage students to question, inquire and search our bodies of knowledge (Biggs.J, 2003). My practice of teaching is to normally small groups and ‘on the job’ training to prepare dental nurses to become ‘work ready’ (this method is more Kinaesthetic, but more realistic a way for the students to learn in accordance with the job role). The nature of their role means they have to continually professionally develop to meet General Dental Council (GDC) guidelines, so they meet registration requirements, which allows them to work within the industry as part of a patient safety welfare campaign. The teaching methods are usually in the form of tutorials in a dedicated staff room as a group, (collaborative learning), this allows participation of all the learners and allows activities to be set that engage them and includes different learning styles. The activities can be practically based using materials that they use in their everyday job role and as a group discussion on core subjects and relevant legislative change. This allows them to critically think and analyse the subjects being covered as they contribute to the training session it is important that their styles of contribution are valued. (Dennis and Lawland cited in Schpilberg & Hubschmann 2003) “Thus, we now turn to a discussion of strategies to facilitate small-group learning” “Effective teachers a) present material in a clear engaging manner and b) focus on the interpersonal factors that characterise classrooms and rapport with students” (Goldstein, 2006). It is a responsibility to the learners and...