1. An inclusive educator must ensure that all students are engaged in active participation in the learning environment by accounting for each student's needs and abilities.
2. Inclusion can occur due to diverse issues such as age, race, culture, religion, gender, and physical or cognitive limitations. The educator's role is to create an environment that celebrates differences while building a cohesive learning community.
3. An inclusive educator must deliver course content in various ways using visual, audio, and practical examples to engage all learning styles and embed diversity within the content.
1. An inclusive educator must ensure that all students are engaged in active participation in the learning environment by accounting for each student's needs and abilities.
2. Inclusion can occur due to diverse issues such as age, race, culture, religion, gender, and physical or cognitive limitations. The educator's role is to create an environment that celebrates differences while building a cohesive learning community.
3. An inclusive educator must deliver course content in various ways using visual, audio, and practical examples to engage all learning styles and embed diversity within the content.
1. An inclusive educator must ensure that all students are engaged in active participation in the learning environment by accounting for each student's needs and abilities.
2. Inclusion can occur due to diverse issues such as age, race, culture, religion, gender, and physical or cognitive limitations. The educator's role is to create an environment that celebrates differences while building a cohesive learning community.
3. An inclusive educator must deliver course content in various ways using visual, audio, and practical examples to engage all learning styles and embed diversity within the content.
All together now... One of the most m!ortant thn"s an edu#ator must do as !art of ther role s to ensure$ as mentoned n Task One$ that all students are "%en an e&ualty of o!!ortunty n su##essful learnn" to the best of an edu#ator's ablty( )n order to do ths an edu#ator must ensure that all students are n#luded n a#t%e !art#!aton wthn the learnn" en%ronment by takn" sto#k of the needs and abltes of e%ery student and makn" sure that those needs and abltes are #atered for( *+#luson #an o##ur due to a ran"e of d%erse ssues su#h as a"e$ ra#e$ #ultural ba#k"round$ rel"on$ "ender and any one of the %aryn" !hys#al$ mental or #o"nt%e lmtatons that an nd%dual learner may be sub,e#t to( Of #ourse$ the edu#atonal nsttuton has some duty to hel! a learner o%er#ome as many of these barrers as !ossble by #reatn" an en%ronment that bulds a #ohes%e learnn" #ommunty whlst #elebratn" the %arous dfferen#es between the %aryn" ds!arate "rou!s that t ser%es- t #an do ths by #reatn" and enfor#n" !ol#es and !ro#edures to ths effe#t( .owe%er$ n the #lassroom$ t s the edu#ator's duty to do the hands on work of n#lus%e learnn" and tea#hn"( /s #o%ered n Task One$ an edu#ator must talor ther #ourse #ontent so that t s a##essble to e%ery student re"ardless of ther learnn" style and any other barrers they may en#ounter durn" ther learnn" e+!eren#e( 0el%ern" the #ourse #ontent n %arous ways su#h as the old1style 2le#ture' wth !lenty of %sual$ audo and !ra#t#al e+am!les and demonstratons wll en"a"e students whate%er ther learnn" style but one must also embed the e&ualty and d%ersty n the #ourse #ontent as well( 3or e+am!le$ when #reatn" handouts or !resentatons$ t s m!ortant to #hoose !#tures that refle#t the d%erse members of the #ommunty to sublmnally buld n an a##e!tan#e that not all !eo!le wll be whte 4rtsh$ for nstan#e( The more e+am!les of the d%erse nature of nd%duals the more n"raned the !rn#!les of e&ualty and d%ersty wll be( /s a result of embeddn" e&ualty and d%ersty ssues wthn the #ourse #ontent$ the "reater the sense of a shared learnn" e+!eren#e wll be !rodu#ed wthn the #lassroom and the fewer barrers the students wll fa#e( )t s also a "ood dea to h"hl"ht the dfferen#es between nd%duals n a !ost%e manner n a whole #lass bass( 5roblems between nd%duals #omes from a msunderstandn" of the %arous dfferen#es and the stereoty!#al ma"es that are for#ed u!on !eo!le by the meda n all ts "uses so n#ludn" some !ost%e #o%era"e of the %arous dfferen#es when the o!!ortunty arses #an hel! ds!el the myths and ms#on#e!tons students ha%e and thereby #reatn" a better #ommunty of learners( 4y #hoosn" to address the %arous learnn" styles and e&ualty and d%ersty ssues wthn the edu#atonal en%ronment$ students feel more at ease wthn the #lassroom settn"$ barrers to learnn" are o%er#ome and e%ery student feels as thou"h they are e&ually %alued and n#luded n the lesson and as a !erson- ths wll enhan#e ther 1 Myles Cook Student Number: 50137714 Task Two learnn" e+!eren#e$ wll lead to su##essful learnn" and mantan a h"h le%el of mot%aton and "ood beha%our( Some of the thn"s ) ha%e done to be a fully n#lus%e edu#ator s to make sure that my handouts are ty!ed n font s6e 14 wh#h has been a##e!ted as the mnmum s6e font for !eo!le wth %sual m!arments and usn" easly understandable lan"ua"e re"ardless of the le%el of the #ourse ) am #ontrbutn" to so that all le%els of ltera#y are #atered for( To embed the bas# !hloso!hy of e&ualty and d%ersty n the #ourse #ontent ) ha%e wrtten for the work ) ha%e done wth so#al work students ) ha%e n#luded a d%erse ran"e of e+am!les wthn the !ra#t#al e+er#ses( 3or e+am!le$ ) wrote a "rou! a#t%ty about #ommun#aton sklls for a so#al work #ourse n wh#h the students had to un#o%er a ser%#e user's se#ret re"ardn" n,ures they sustaned$ the 2%#tms' n#luded an elderly !erson$ a #hld$ a member of an ethn# mnorty$ a trans%estte and a !erson wth an unda"nosed mental health ssue( 7) ha%e n#luded the full "rou! a#t%ty e+er#se as an a!!end+ to ths essay(8 Building success takes resources Of #ourse$ the only way to ensure that su##essful tea#hn" and learnn" takes !la#e s wth the most nterestn" and %ared resour#es that #an be used to a#he%e a fully n#lus%e sesson( The r#hest resour#e that an edu#ator #an ta! does not #ome from !a!er or audo or %deo but from the students themsel%es as the students #ome nto the #lassroom wth a wealth of %aryn" ba#k"rounds$ e+!eren#es and dffern" %ew!onts all of wh#h #an be used to talor one's #ourse #ontent and to "ude the ne#essary #han"es needed to make one's materal as n#lus%e as !ossble( 9hlst the students themsel%es are a r#h resour#e that does not mean that !eo!le from outsde the learnn" en%ronment #annot also be #onsdered a tea#hn" resour#e as rea#hn" out to nd%duals for ther e+!ertse to a#t n the #a!a#ty as "uest s!eakers #an also en"a"e students by "%n" them a new !ers!e#t%e on the sub,e#t matter ben" #o%ered( /s mentoned earler$ thn"s lke audo and %deo #an be an entertann" and useful resour#e n n#lus%e tea#hn" as they ta! dre#tly nto the ways that nd%duals learn as shown on the cone of learning 7#o%ered n Task One8 and the audtory and %sual learnn" styles( These resour#es #an also !ro%de a wel#ome break from the same %o#e and del%ery style of a sn"le edu#ator thus re1en"a"n" learners( .andouts are an e+#ellent way of !ro%dn" nformaton for later #onsum!ton or re%son !ur!oses allown" an edu#ator to #on#entrate ther efforts on the more !ra#t#al sde of makn" ther !resentaton more en"a"n" and kee!n" the flow of a sesson #onsstent by remo%n" some of the stran on the student for takn" notes( Ths s es!e#ally hel!ful f the students are slow at takn" notes and allown" them to stay u! to s!eed 2 Myles Cook Student Number: 50137714 Task Two wth the #ontent ben" del%ered by the edu#ator( Of #ourse$ handouts must be of an a##essble nature takn" nto a##ount font s6e$ the font used and usn" #l! art and !hoto"ra!hs to llustrate the #ontent of the handout for those who may ha%e dff#ulty wth readn"( /n nterestn" %arety of handout s the "lossary of terms that an edu#ator #an !rodu#e to e+!lan any te#hn#al lan"ua"e or stran"e termnolo"y so that students #an refer to t n the e%ent that they ha%e for"otten the %arous terms that they wll en#ounter durn" ther sessons( Ths does not$ howe%er$ "%e the edu#ator the e+#use for not e+!lann" the termnolo"y n the frst !la#e( The use of a Smart4oard s !art#ularly useful as an edu#ator #an show 5ower5ont !resentatons and %deo #l!s on t and #an sa%e any nformaton that they ha%e handwrtten on the board n an ele#tron# format for dstrbuton and for future referen#e n later lessons( 3l!#hart !a!er #an be used to allow students to "et down ther thou"hts durn" "rou! a#t%tes wh#h #an then be used to hel! them when they feed those thou"hts ba#k to the lar"er "rou! and wh#h #an also be ds!layed on the walls durn" sessons to allow an e+#han"e of nformaton between smaller "rou!s( The fl!#hart !a!er #an also be retaned by the edu#ator or the "rou!s themsel%es for later referen#e( To fully en"a"e students$ an edu#ator should ensure that there are !lenty of !ra#t#al e+er#ses for the students to "et to "r!s wth the #ourse #ontent n a hands1on way for those students who learn best by don" thn"s rather than ,ust lstenn" or seen" them( :ole !lay s#enaros$ f a!!ro!rate to the sub,e#t$ are a "ood way of embeddn" e&ualty and d%ersty by !ro%dn" students wth o!!ortuntes to !ut themsel%es n the shoes of someone from a dfferent ba#k"round es!e#ally f a student from that ba#k"round s n the same "rou!$ allown" that student to offer ther o!non on whether the role!layer a#ted n an a!!ro!rate way for someone of that ba#k"round( ;sts to lo#atons that ha%e a s!e#f# rele%an#e to the sub,e#t ben" #o%ered are a "ood way of "%n" students a break from the usual learnn" en%ronment and the sm!le #han"e of s#ene #an ren%"orate a student's enthusasm( There are many more e+am!les of %arous resour#es that #an be used wthn a sesson and ) ha%e used many of them n my own !ra#t#e but there s a s!e#f# one ) would lke to menton that has !ro%ed %ery su##essful < the parking board( / !arkn" board s nothn" s!e#al n and of tself but #an be a %aluable resour#e( / !arkn" board #an be ether a fl!#hart or whte board of some des#r!ton onto wh#h !onts rased by students that do not ne#essarly ft the man to!# of the sesson but are nonetheless m!ortant #an be wrtten so that they do not slow down the man fo#us of learnn" for the sesson but #an be #o%ered later n the sesson f there s tme or #an !ro%de the edu#ator wth materal for a later sesson( The "ood thn" about usn" a !arkn" board s that students wll always feel that they 3 Myles Cook Student Number: 50137714 Task Two #an ask &uestons and know that they wll heard and wll ha%e those &uestons answered at some !ont( Ths s an essental way of makn" e%ery student feel n#luded n the sesson e%en f ther !ont s a lttle off1to!#( :esour#es$ howe%er$ are not ne#essarly always a !ost%e thn" and #an a#tually be#ome a #onstrant( Ths s es!e#ally true of te#hnolo"#al resour#es su#h as Smart4oards wh#h #an be a ma,or #onstrant on an edu#ator f the #om!uter network on wh#h the board reles breaks down( )t s for ths %ery reason that an edu#ator must ha%e a ba#ku! set of resour#es su#h as handouts of 5ower5ont !resentatons to be shown or fl!#hart !a!er for the sa%n" of handwrtten notes wh#h #an then be ty!ed u! for handouts later( )f the sub,e#t re&ures a !art#ular #om!uter !ro"ram$ t may be useful to !ro%de nd%dual w!e boards wth s#reenshots of the !ro"ram so that some ntal work #an be done ds#ussn" the menus and the %sual look of the !ro"ram whlst the malfun#ton s ben" re#tfed by the #om!uter en"neer( Of #ourse$ resour#es$ n whate%er format they #ome$ are no "ood f they do not hel! the students "ras! the sub,e#t they are ben" tau"ht so e%ery resour#e should be e%aluated as to ts effe#t%eness n !ro%dn" the students wth the best o!!ortunty to learn su##essfully( Ths #an be done by re%ewn" ea#h student's !ro"ress wth the sub,e#t n relaton to the resour#es ben" used and #han"n" the resour#es to more hel!ful ones f they or"nal ones !ro%e to be found wantn"( )f a resour#e s found to be !art#ularly effe#t%e$ t should stll be re"ularly e%aluated to ensure that t remans u!1to1date and rele%ant to the sub,e#t ben" tau"ht wth any rele%ant #han"es made as soon as !ossble( Functionally speaking 3un#tonal sklls #o%er what used to be #alled =tera#y$ Numera#y and )nformaton Commun#aton Te#hnolo"y 7)CT8 sklls and are so #alled be#ause they are the sklls needed to be fun#tonally n#luded n lfe both n the work and so#al s!heres( )t has been determned by e+!erts that to be a fun#tonally n#luded nd%dual n today's so#ety$ a !erson must ha%e fun#tonal sklls at =e%el > on the &ualf#atons framework wh#h e&uates to ?CS* "rades C < /( 3un#tonal sklls are d%ded nto three broad #ate"ores < Commun#aton 7=tera#y8$ /!!l#aton of Number 7Numera#y8 and )nformaton Commun#aton Te#hnolo"y < althou"h #ommun#aton #rosses the whole ran"e of fun#tonal sklls as t s not enou"h to be able to use #om!uters$ for nstan#e$ but to be able to #ommun#ate and !resent nformaton found throu"h the use of )CT( 3un#tonal sklls are dfferent from the more a#adem# sub,e#ts of *n"lsh =an"ua"e$ Mathemat#s and )nformaton Commun#aton Te#hnolo"y n that the fo#us of fun#tonal sklls s the real world a!!l#aton of those sub,e#ts( Ths s rather an m!ortant dstn#ton be#ause a !erson may ha%e a "ras! of the a#adem# sub,e#t but ha%e no skll n a!!lyn" that knowled"e n a real world stuaton and %#e %ersa( 4 Myles Cook Student Number: 50137714 Task Two Commun#aton #o%ers lstenn" and s!eakn"$ readn" and wrtn" meann" that a student who su##essfully #om!letes the #ommun#aton #om!onent of fun#tonal sklls wll be able to #arry on #on%ersatons n an understandable way$ wll be able to read at a suff#ent le%el and #an wrte understandable letters$ et#( /!!l#aton of Number #o%ers ben" able to nter!ret numer#al nformaton$ #arry out #al#ulatons$ nter!ret the results of those #al#ulatons and !resent the fndn"s( /s you #an see$ #ommun#aton s an nte"ral !art of ths skll set as a student would need to ha%e the rele%ant le%el of skll n #ommun#aton to be able to !resent any fndn"s resultn" from the other !arts of ths sklls set( )t s m!ortant to remember that /!!l#aton of Number s based on real world a!!l#aton of numer#al sklls and should therefore !re!are a student for e%eryday lfe( )nformaton Commun#aton Te#hnolo"y #o%ers the sklls re&ured to fnd nformaton usn" )CT$ to de%elo! that nformaton and to !resent the nformaton( /"an$ #ommun#aton sklls are re!resented wthn ths sklls set by the need to be able to ade&uately !resent the nformaton found and de%elo!ed throu"h the use of )CT( 9hlst t s !ossble to fnd s!e#f# #ourses n fun#tonal sklls$ t s m!ortant to note that they are now an nte"ral !art of all #ourses wth embeddn" of fun#tonal sklls a re&ured !art of the #urr#ulum( 9e shall now look at how fun#tonal sklls #an be embedded n my own sub,e#t area of mental health awareness( 9thn my #urrent !ra#t#e ) use an audo re#ordn" as a way of en"a"n" the students emotons and buld em!athy wth a sufferer of de!resson after wh#h ) ask the students how the re#ordn" made them feel so that they not only ha%e to lsten #arefully to the re#ordn" but ha%e to #ommun#ate those feeln"s to the rest of the "rou!( ) also n#lude wrtten e+am!les of !oetry for them to read and ha%e #reated a note1takn" a#t%ty to en#oura"e them to a#t%ely lsten to a real lfe story n wh#h #ertan n#onssten#es are added that they must not only #at#h but ha%e wrtten down n ther notes( ) #urrently do not use )CT wthn my sessons e+#e!t as a means to show 5ower5ont !resentatons$ howe%er$ ) ha%e a wealth of webstes from wh#h ) ha%e "aned many e+am!les of self hel! tools for !eo!le wth mental health ssues and$ should the o!!ortunty arse$ ) #ould well embed )CT sklls wthn my sessons by en#oura"n" students to look u! some of the e+am!les ) #an dre#t them to on the nternet and then sear#h for ther own usn" a sear#h en"ne( )t s also nterestn" to note that some of the tools ) ha%e found may need some ada!tn" for nd%dual use so ) #ould en#oura"e them to use other #om!uter !ro"rams to alter the forms$ et# for ther own !art#ular use as a way of both de%elo!n" and !resentn" nformaton they ha%e found( There are also a number of Smart!hone a!!s that #an hel! a !erson #o!e wth #ertan mental health #ondtons that #ould be #o%ered n a lesson( 5 Myles Cook Student Number: 50137714 Task Two *mbeddn" /!!l#aton of Number s sl"htly harder but not m!ossble n my sub,e#t area( There are o!!ortuntes to nter!ret "ra!hs !rodu#ed by some of the Smart!hone a!! mentoned earler wh#h show the rsn" and falln" le%els of de!resson n an nd%dual and there are other statst#s !rodu#ed shown" the le%els of stress$ an+ety and de!resson o%er tme too( Takn" some of the statst#s$ t may be !ossble to ntrodu#e the #on#e!ts of the %arous ty!es of a%era"es and offer the students a #han#e to #al#ulate the dfferent a%era"es on ther own results( ) ha%e also used dfferent #oloured seatn" n an attem!t to demonstrate some of the #ommon statst#s n mental health awareness n a real$ meann"ful and !ra#t#al way( 3or e+am!le$ n a "rou! of twenty students ) had f%e red seats nd#atn" the !er#enta"e of !eo!le who may statst#ally suffer from a mental health #ondton 7>5@ or 1:48 and four blue seats nd#atn" the !er#enta"e of !eo!le who may statst#ally suffer from de!resson 7>0@ or 1:58( The rest of the seatn" was "reen n #olour to re!resent the "eneral !o!ulaton( ) ha%e not done so n the !ast but$ to embed /!!l#aton of Number nto my work ) #ould$ show the statst#s n the %arous dfferent ways as ) ha%e done so here( Rules of the gae /n m!ortant !art of mantann" ds#!lne wthn an edu#atonal settn" s the settn" of "round rules and ths also allows an o!!ortunty to embed n#lus%ty nto the "rou! settn" mmedately as well( There are #ertan rules that an edu#atonal nsttuton or le"slaton sets su#h as .ealth and Safety "udelnes but t s m!ortant that only the most m!ortant rules are "%en to the students at the outset of a #ourse as !res#r!t%e rules are lkely to alenate students( )t s essental that "round rules are set n #ollaboraton wth students so that they feel a sense of ownersh! and are more lkely to be wlln" to #om!ly wth them than rules m!osed on them( /lthou"h the "round rules should be ke!t #on#se and to the mnmum$ to mbed n#lus%ty$ all su""estons should be taken from the students so that e%eryone feels that ther #ontrbuton has been heard and #onsdered( The su""estons should then whttled down as a "rou! to a mana"eable number of rules that "an #onsensus a!!ro%al$ a"an ensurn" that e%ery student feels as thou"h they ha%e had a %o#e n the !ro#ess( The m!ortan#e of tryn" to #on#entrate on a more !ost%ely toned set of "round rules s not to be underestmated as students are more lkely to look more kndly on a set of !ost%e "udelnes than ne"at%e rules( 0s#!lne s more easly a#he%ed wth a softer tou#h than an ron fst althou"h that t not to say that harsher rules should not be a!!led f the stuaton "ets out of hand( To take an e+am!le from real lfe$ the tutor on the #ourse ) am #urrently takn" only "a%e one rule at the start of the frst sesson and that was the rules re"ardn" the fre e+ts and what to do n the #ase of a fre alarm( The students were then "%en the o!!ortunty 6 Myles Cook Student Number: 50137714 Task Two to su""est "round rules( The rules were mostly #ommon sense ones and were worded n a !ost%e manner su#h as Af you need to ha%e your moble !hone on$ !lease kee! t on slentB rather than Ano moble !hones allowed n the roomB or Aall moble !hones to be turned offB( On#e the students ha%e had a #han#e to #ollaborate on settn" the "round rules$ any further m!ortant rules set by le"slaton or the edu#atonal nsttuton should be ntrodu#ed( The key to iproveent One of the most m!ortant tools n the a#he%ement of su##essful n#lus%e tea#hn" and learnn" s the use of feedba#k( 3eedba#k #an be #onsdered as a ne#essary "ude to the student wh#h !onts n the dre#ton n wh#h they should "o n order to m!ro%e ther knowled"e and understandn" of the sub,e#t they are ben" tau"ht and to a#he%e su##ess( )t s m!ortant that any feedba#k "%en to a student must be "%en n a tmely fashon so that they may #orre#t any errors n ther "ras! of the sub,e#t as soon as !ossble and not #om!ound the errors untl they are nsurmountable( Su#h feedba#k should also be made as #onstru#t%ely as !ossble and made n a !ost%e manner as feedba#k "%en n a ne"at%e way #an be more destru#t%e than no feedba#k at all( )f one needs to "%e ne"at%e !e#es of feedba#k$ they should stll be made n a #onstru#t%e manner and #on%eyed usn" !ost%e lan"ua"e( Ths wll !ro%de a better e+!eren#e for the student and s more hel!ful( Ne"at%e feedba#k should be "%en n !r%ate where%er !ossble so that the student s not embarrassed n front of ther fellow students and s therefore more lkely to take the feedba#k n a more !ost%e way( )t s nterestn" to note that feedba#k s also an m!ortant !art of an edu#ator's learnn" !ro#ess too as t s from student feedba#k that the effe#t%eness of resour#es #an be e%aluated and m!ro%ed as well as the edu#ator's del%ery and #ourse #ontent( 3eedba#k s a %tal !art of the !ro#ess of assessment !ro#ess wh#h s the fo#us of Task Three( Bi!liography ?ra%ells / 7>0118 Preparing to Teach in the Lifelong Learning Sector (4 th Ed) *+eter: =earnn" Matters =td 7