Understanding inclusive learning and teaching in lifelong learning Within my specialism of learning and teaching I teach a session on the Introduction to the Private Security Industry. At the beginning of the session I would put people in pairs to discuss what they think security is and what qualities are needed to be a front line security operative with emphasis on what they think they can bring to the role. Each learner will then feedback on each other’s behalf on what qualities they believe is necessary for the role. I find that by the end of this activity they have relaxed a little and start to bond as a group. This is also the perfect opportunity for me to begin my observation and assess who will be forthcoming and who will not. I follow this process by delivering a session on personality characteristics to help identify some of their own personality traits. I assess their knowledge by instigating a group discussion about the subject matter and discuss areas like assertive, passive, and aggressive behaviour. I ask questions to identify their understanding and invite learners to write their findings and thoughts on the whiteboard. This is followed by an exercise where I give them handouts with scenarios and get them to distinguish the appropriate behaviour and tick the answer they think is right.
I make sure that I clarify that this is not a test – it is an exercise and that we will go through the hand-out together at the end and discuss each one as a group. I have found this to be a good way of getting learners to participate and voice their opinions in a safe and non-threatening setting. The results have invariably been positive and very interactive. I am continuously observing and encourage less confident learners to participate by asking open questions that are aimed at their specific individual needs and levels. By doing this I am able to gauge their understanding. I then move on to the channels of communication. Again I ask them questions as a group and look for volunteers to call out their opinions – making sure that everyone is included and participating. Throughout this part of delivery I make sure by the end they will have an understanding of self-empowerment by communicating our body language, tone and words in union. I then show a clip on the screen on communication and ask them to write a review on what they observed which is then shared among the class.
The learners are then put into pairs to complete a quiz on verbal and non-verbal communication to help me identify that the topic has been understood. After learning the channels of communication learners are placed into groups to design and deliver a short fifteen minute presentation on a range of subjects in which I provide. This is a positive teaching method to enable the learner to identify their skills and qualities which acts as a positive tool to help build their confidence and reinforcing their positive attributes and qualities. I then give them hand-outs (that are written at an appropriate level) of the sending and receiving of a message. This is a fully engaging and active lesson which I manage in a sensitive manner, making sure that the more withdrawn learners are comfortable the and not feeling under pressure.
I give the learners constructive feedback on a one to one basis asking them to reflect on their indivual performances and evaluate what went well and what didn’t go so well. This also gives the learner to address any issues or difficulties that they have identified. I am able to measure the impact these strategies have on the learners as I am using a range of formative and summative assessments throughout the programme and encouraging feedback constantly. Because I incorporate teaching that takes into account different learning styles.