Download PDF by Ann Gravells: Planning and Enabling Learning in the Lifelong Learning

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Qxd 28/5/08 16:26 Page 32 PLANNING FOR INCLUSIVE LEARNING learning. Planning to use teaching and learning activities that suit your learners is an effective way of creating a successful learning experience, and counteracting any previous failures. Offering your learners opportunities to learn in the way that best suits them is the essence of inclusive learning. Some disabilities such as dyslexia may be partially defined by the learning style. Dyslexic learners are often weak in left-brained language, logic and sequence, so may rely on rightbrained approaches such as using their imagination and visual representations.

Your scheme of work should be a working document and you should be prepared to adapt it throughout your teaching. Activity Look at a scheme of work you have produced and compare your objectives/outcomes with Bloom’s three domains of learning. Which domain and level are you using? You should always take your learners’ abilities into account when devising a scheme of work, ensuring that you can increase these as they progress throughout the programme, to achieve their overall aim. You will find devising and adapting session plans a very time-consuming activity at first, but this does get easier with practice.

Once everyone has arrived, he formally commences the session. This management of time to meet the needs of individual learners can have a positive impact on their progress. Learners will make an effort to arrive as soon as possible if they feel that there is a benefit in doing so. The main content section will be delivered during the middle section of your session; this is where new facts, knowledge, concepts and skills are taught. Your learners will discover the why and how of what they are expected to be able to do.

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