Creating an Inclusive, Student-Centered Learning Environment - Report Example

Creating an inclusive, student centered learning environment Introduction Inclusive learning refers to the systems of improving the presence, collaboration and attainment of learning outcomes of all students as defined by Willis (2008). Proper learning provision enables every stakeholder to be included. Inclusive learning and teaching entails identifying, accommodating and satisfying the varied learning demands and needs of all the learners. Inclusive learning is borne out of the fact that different learners have varied learning needs and learning styles having come from varied cultural, social and economic backgrounds (Oxford, 1996). Inclusive learning safeguards against pigeonholing learners into particular categories by using flexible approaches to learning, it offers equal learning opportunities, it matches provision to the needs of the learner and it integrates frequent reflection, assessment and refinement of teaching methods and strategies that caters for all learners needs as mentioned by Tisdell (1995). Inclusive learning although beneficial and learner centered, it is difficult to apply owing to substantial amount of resources and time required to cater for varied needs and population of students. This has resulted in dissimilar socially patterned outcomes in education and training owing to differences in language, socio-economic and cultural backgrounds among the two genders and between disabled and regular students as highlighted by Willis (2008). Inclusive learning can only be possible by development of an inclusive, learner based learning environment that foster effective learning experiences for the students. This report will identify a nominated curriculum area of education and training and illustrate the inclusive teaching practices that would be used to help a particular group of learners to achieve the learning outcomes. The nominated curriculum area of education and training identified is learning language for students from diverse backgrounds in both general and vocational education and training. The target group The inclusive learning, student-centered environment that will be developed and highlighted will be intended for students from diverse backgrounds in both general and vocational education and training. These students come from varied social, economic, cultural, and religious and language backgrounds. In addition, they include learners who are either male or female and both disabled students and regular students. Such diverse groups of learners have dissimilar learning styles and learning needs, hence the enhanced need for inclusive, learner centered environment. Theoretical framework A learning theoretical framework offers parameters, conditions and endorsement for varied learning and teaching methods, ways and conduct of acquiring information and varied ways to learning in any form of class setup or in an online teaching environment. The identified target group has diverse learning needs which can be addressed by integrating inclusive teaching and learning that foster an inclusive, leaner student learning environment and positive and effective learning outcomes. A suitable model for understanding the varied needs of the identified target group entails a systematic two-step approach where in the first step the teacher assess and observe the actions and reactions of the learners. The second step entails interviewing the learner about his or her perspectives, outlook and opinion of English as a language and learning English. Results from the first step, English learning objects and English resources offer a stable basis for attributing and classifying learners with learning disabilities in English. The framework is useful in seeking how the challenges the learner have learning English can be dealt with from the learner's point of view of themselves and in their English assignments. English learning objects and resources such as dictionaries and translation books can be evaluated by monitoring learners when they are working with the English language. By understanding the actions of learners when working on English, it provides a foundation for developmental function and establishment of action plans for each learner and for further assessment of the learning challenges of learners and barriers in learning English. It is crucial to expose misconception and fear in relation to English as a language. In relation to understanding the needs of the target group and exposing misconceptions in relation to learning English, evaluating the actions of the learners in relation to English learning objects and English resources in the theoretical learning framework, will help highlight on whether learners center on relevant English learning objects or misconceptions allow them to go in the wrong direction and understanding whether there are learners who has intentions to obscure their shortcomings in English. In addition, the framework helps in assessing if learners utilizes English resources relevant to English learning object and if learners identify their learning objects based on their English content or according to their learning situation. This is particularly significant in comprehending special learning needs and learning limitations in English. Specific topic area The use of pronouns, adjectives, adverbs, nouns, and verbs in English writing The selected topic area chosen is the use of pronouns, adjectives, adverbs, nouns and verbs in English writing. Learning outcomes for the specific topic area There are varied anticipated learning outcomes to be accomplished after the completion of the topic. Among them are that, learners will enhance their skills and capacity to read and learn how to articulate their sentences when making arguments or presenting points. Learners will be able to improve their English writing skills, as they will be in a position to write English effectively avoiding grammatical, stylistic and punctuation errors, which help them clarify points, criticize and present their point of arguments and remain coherent and articulate in their writing. They will be able to write material content that is clear, understandable and creative. The other learning outcome is that learners will be able to understand how formal elements of English as a language and as a genre shape meaning. This will be useful for them in challenging generic prospects, developing their critical aspects, which helps in contrasting their outlook to those of others and being able to reference materials and avoid issues such as plagiarism and copyright infringement. Learners will be in a better position to make coherent sentences when reading, writing and when speaking. Development of an inclusive, student centered environment using effective teaching practices to teach the topic Development of an inclusive and learner centered environment entails adjusting and even altering the mode and methods of teaching and learning and re-evaluating learning assessment structures and systems. In addition, developing learner centered programs that take into consideration the student’s learning style, thoughts and outlook, distinct attributes of the leaner and becoming aware of prior skills and competence all the students bring to the learning environment as suggested by Kohl (1999). Teacher support in form of designing appropriate lesson plans, adopting effective teaching methods and ensuring the techniques of assessing achievement of student’s learning outcomes are aligned to the needs of all learners, is fundamental (Weimer, 2002). According to Woolf (2008), it entails developing effective peer support by forming learning groups and establishing support strategies such as use of ICT that helps in enhancing an inclusive, student centered environment. Importance of having an inclusive, student centered environment Developing an inclusive and a learner focused environment is essential in generation of multiple perspectives that enriches learning as all learners are able to present their experiences and their own point of view without one learner or a group of learners feeling devalued or believing their insights are not valued compared to those of other learners(Tisdell, 1995). For instance, students from lower social economic backgrounds with disabilities may feel their opinions are devalued incase only the insights of the regular students are sought. Through an inclusive, learner centered environment, learners are able to develop their social, communication and teamwork skills as they interact with the teacher and others from varied backgrounds in ways that enhance growth of essential attributes of learners in terms of leadership, making decisions, sharing and solving problems (Rosenthal & Jacobson, 2003). This helps in safeguarding against majority rule, prejudice, discrimination, bullying and stereotyping about particular learners by others (Steele & Aronson, 1995). By fostering teaching styles, methods, modes of assessment and learning environments that allows inclusion and which are aligned to the needs and style of learning for each student acts as a motivational tool for students as they are consulted and actively involved in setting up of educational and teaching content (Weimer, 2002). In addition, it plays a significant role in ensuring each student exploits their best learning skills and potential vital in helping them attain their anticipated learning outcomes. Inclusion limits fear, anxiety, boredom and even indifference to the content, which leads to non-achievement a conducive learning experience and environment necessary for attaining positive learning outcomes (Rosenthal & Jacobson, 2003). It is important to note that creating an inclusive and learner centered environment is particularly vital for channeling energies towards learning (White, et al., 2009). For example, when gay learners feel safe in a class set up, they are more likely to share their personal experiences and participate widely and enrich learning about sexuality issues. On the other hand, if they felt they were insecure exposing what their sexual orientation is, they are more likely to limit participation and engaging actively in debates for fear of revealing their sexual orientation. When learning is centered on students and inclusion is an essential component, learners will be more willing to outperform and do better than expected in contrast when students feel learning prospects conform to stereotypes and is teacher focused. Thus, learners tend to perform poorly, participate less and develop negative attitude and outlook to learning, which impacts negatively on their education as noted by Rosenthal & Jacobson (2003). The teacher holds the power to empower learners to be accountable in the learning process. When learners feel they are not included and that their outlook is not represented in learning, their resistance is characterized by refusal to learn as indicated by Kohl (1994). More often than not, learners who feel they are sidelined and marginalized during their learning experiences, they drop out of the course or they opt to drop out of school or training completely as noted by Tinto (1993). Strategies and teaching practices suitable for teaching the topic Among strategies for creating an inclusive, student centered environment and teaching the topic includes among others teachers reflecting on their teaching assumptions (Weimer, 2002). This entails knowing the learning needs of all learners, knowing their social, cultural, religious, and political, language and economic backgrounds in order to avoid addressing all students as if they come from a similar background or similar background with the teacher’s (White, et al., 2009). In addition, adopting an inclusive language that does not discriminates against learners based on their socio-economic, cultural, political, religious backgrounds, language, gender, sexual orientation and health status. Another teaching practice for this topic include use of charts, dictionaries, encyclopedias, and word board to help learners understand how verbs, nouns, pronouns, adverbs and adjectives are used in making coherent complete sentences. This is coupled by allowing learners to frequently and loudly rehearsing what verbs, nouns, pronouns, adverbs and adjectives are. For Instance, learners can be randomly, selected by the teacher during the lesson to define what a verb, noun, pronouns adverbs and adjectives are. This is particularly important in improving learning. Additionally, use of multiple learning examples to demonstrate points on the topic is a strategy that will make sure that learners are able to relate to one of them and makes them feel as valued entities as students and as individuals (Lord & Saenz, 1985). This includes using illustration that address across gender, cultures among other varied dissimilarities. It is virtually important to exercise fairness and objectivity in grading and in establishing course guidelines and policies to ensure students feel involved and valued which leads to high levels of motivation to learn (Oxford, 1996). It is also vital that learners with special requirements and disabilities be accommodated and ensure the minority groups are not used as the spokesperson for their race or culture while the majority students should not be allowed to speak for an entire group as suggested by Lord & Saenz (1985). Another appropriate teaching practice that create an inclusive and leaner centered environment that generates a positive learning experience when teaching the topic is allowing the students to contribute their insights and outlook during class work. This prevents them from being passive learners and through class contribution, they will easily learn when they are right or wrong as noted by Kohl (1999). For example, the teacher can frequently ask questions regarding the topic where students generate answers based on the taught materials. Learners can get a chance to make sentences using verbs, nouns, pronouns adverbs and adjectives. In addition to these teaching strategies, is establishment of groups that are can be made up of five to six students per group, who can compete against each other in accomplishing assignment tasks covering the topic. This is essential in not only making sure students get an in-depth understanding of the topic under discussion, but also, developing their skills to socialize, communicate and making coherent arguments in English. Generally, developing an inclusive and learner centered climate entails strategies such as development of academic curriculums and policies that advocate and enhance learner inclusion and teaching and learning focused on the student (Steele & Aronson, 1995). This will mandate every teacher to develop teaching methods, assessment methods and learning experiences and processes that take into account the varied learning needs of all students and ensuring they are effectively and efficiently, met. Analysis of the training and general curriculums ascertain that particular viewpoints are thoroughly represented within the course content which limits value judgment that has the potential to sideline and isolate various groups of learners as discussed by White et al. (2009). In addition, educating and developing teachers that understand the need for focusing teaching and learning on the learning needs of the student and accommodating the insights and contributions of all stakeholders including students, administration, parents and the community is a strategy that helps in developing an inclusive and student focused learning (Adams & Brown, 2006). By using this teaching strategies, the learners will be able to effectively and efficiently attain their anticipated learning outcomes that includes learners will enhance their skills and capacity to read and learn how to articulate their sentences when making arguments or presenting points and an improvement of their English writing skills. In addition, they will be in a position to write English effectively avoiding grammatical, stylistic and punctuation errors and they will be able to write material content that is clear, understandable and creative and they will be in a better position to make coherent sentences when reading, writing and when speaking. The strategies effectively complement the theoretical learning framework developed. This is because teachers will be able to identify issues the learner have learning, how learners use English learning objects and resources and understanding the actions of the learner, which is important in designing the lesson plan, lesson materials, assessment techniques and teaching style and method that best fit all the students learning needs. The teaching practices are suitable since they not only ensure the topic is well understood and easily remembered by the learners, but it ensures the learner is actively involved in the learning process as they have a chance to ask questions about the topic, recite definitions of the variables in the topic and contribute answers. The use of support systems such as use of charts, word board and dictionaries plays an important role in enriching the lesson and the learning experience of each student and effectively meeting the learning needs of all learners. By allowing students to ask questions, teachers are able to have a chance to evaluate the learning need of the student for the specific topic and at the same time, observe students that have difficulties answering questions and participating in class discussions thus, taking appropriate actions that address their specific needs. This helps them exploit their best potential and skills as indicated by Adams & Brown (2006). The use of group discussions is vital in ensuring all students from varied backgrounds, socially, economically, religiously, culturally, politically, language, sexual orientation, race and gender interact and are able to communicate, share and overcome their differences to complete the assignments assigned to their groups. It is a platform where learners learn from others. Use of varied examples to illustrate and explain points of the topic plays an important role in ensuring that not only are learners able to comprehend the topic in depth, but also they are able to relate to at least one of the given examples. This plays a major role in making learners relate to the topic under discussion and feel valued and a part of the learning process, which is crucial in motivating and inspiring them to learn. Inclusive, student centered teaching practices can be integrated in the every day teaching and learning processes as the teacher first becomes aware and identifies the learning needs of al students, altering their teaching style to match with the student’s learning style and developing suitable teaching methods and assessment techniques that foster quality, inclusive and leaner focused learning. This can be realized by doing intensive research on how to develop an inclusive, student centered climate, consulting with the students, encouraging group work and active participation during class time as highlighted by Steele & Aronson (1995). Conclusion Developing and implementing inclusive and learner centered teaching practices that foster an inclusive, student centered environment is essential to achieving positive learning outcomes. Although it is never the intention of the teacher to isolate learners, it usually occurs. Learners are sidelined or isolated during the learning process based on their cultural, social, economic, political and religious backgrounds coupled with differences in race, language, health status, age, sexual orientation and gender among others. Equality in learning is achievable by ensuring the focus is not on the intentions of the teacher but on the learning needs of the student and ensuring each learner regardless of their backgrounds is fully involved and incorporated in the learning process. References Adams, M., & Brown, S. (2006). Towards inclusive learning in higher education: developing curricula for disabled students. Upper river saddle: Routledge. Kohl, H. R. (1999). "I won’t learn from you" and other thoughts on creative maladjustment. New York: The New Press. Lord, C. G., & Saenz, D. S. (1985). "Memory deficits and memory surfeits: Differential cognitive consequences of tokenism of tokens and observer." Journal of Personality and Social Psychology, 49, 918-926. Oxford, R.L. (1996). Language learning strategies around the world: cross-cultural perspectives. London: National Foreign Language Resource Center. Rosenthal, R., & Jacobson, L. (2003). Pygmalion in the classroom: Teacher expectation and pupils' intellectual development. New York: Ardent Media. Steele, C. M., & Aronson, J. (1995). "Stereotype threat and the intellectual test performance of African Americans." Journal of Personality and Social Psychology, 69(5), 797-811. Tinto, V. (1994). Leaving college: Rethinking the causes and cures of student attrition. Illinois: The University of Chicago Press. Tisdell, E.J. (1995).Creating inclusive adult learning environments: insights from multicultural education and feminist pedagogy. London: DIANE Publishing. Weimer, M. (2002). Learner-centered teaching: five key changes to practice. New York: John Wiley and Sons. White, J.H.D.C., White, J.H.C., & Harbaugh, A.P. (2009). Learner-Centered Instruction: Building Relationships for Student Success. London: SAGE Publications. Willis, C. (2008). Creating inclusive learning environments for young children: what to do on Monday morning. Sidney: Corwin Press. Woolf, B.P. (2008). Building intelligent interactive tutors: student-centered strategies for revolutionizing e learning. New Delhi: Morgan Kaufmann. Critical reflection Developing an inclusive, learner centered climate that ensures positive learning outcomes are achieved is key to modern education. From the assignment, as a teacher I have been able to establish and comprehend the difference inclusive, learner centered teaching practices makes to the learning processes. Learners are not only able to contribute in the learning process, but also, they are able to feel valued, included and motivated to attain their set learning outcomes. Nevertheless, developing such teaching practices and systems requires a lot of time and resources to accomplish and is sometimes difficult to implement especially for teachers in third world/ developing countries where the number of students in one classroom exceeds forty or even fifty students. Such a class makes it hard for the teacher to fully identify the learning needs of each student especially learners with hidden disabilities and effectively using the teaching method suited for all. Be it as may, the benefits of inclusive, learner centered teaching particles and climate overrides the limitations. For this assignment, I incorporated my own personal experience as a teacher, insights from other teachers, information in educational policies and guidelines and information from research sources such as books and other information sources that offer relevant material content. In the future, I would consult an educational expert as a source of vital information on educational issues. The strongest part of the assignment is in developing strategies that foster inclusive, student-centered environment while the weakest I would say is development of an effective theoretical framework. Read More