Unit 506
Danyelle Farrell
Unit 506
Curriculum development for inclusive practice LO2
LO3
LO4 When looking at the curriculum you teach and how it is best to be taught, we must consider the principles of learning and by doing that you have to ask an important question, "why you learn"? During secondary school level and below, learning is compulsory. This is to equip the student with all the basic skills that they will need to use throughout their life. After sixteen, learning becomes optional. Those that choose to continue can select a pathway that will equip them for certain career routes or purely from a personal interest point of view. These two levels are very different, and must be approached by those delivering the learning with awareness of the altered factors. Hence why all curriculums need to different to meet the requirements of learners. Pedagogy is when you are teaching learners that fit into the ‘child to adult’ spectrum of development. This covers secondary school and some further education levels. When delivering the learning you need to be aware that they are not self motivated like mature learners, so you have to approach the teaching differently. They must be shown the benefits of what they are studying to understand where it fits into the grand scheme of their education, where this subject is leading. If they are shown progression and a point to the learning, it will aid in their motivation. You need to constantly change the learning styles. This is true of all teaching, but more so with the pedagogy principle. Young learners need to be interested in the topic or the format of learning it. As they are at a stage in their education where it is compulsory, not every learner it the classroom wants to be there. This makes them harder to engage and keep engaged. Constant changing of learning styles will aid this. Andragogy is the second principle of learning. This deals with mature learners. This has the same issues as the
Unit 506
Curriculum development for inclusive practice LO2
LO3
LO4 When looking at the curriculum you teach and how it is best to be taught, we must consider the principles of learning and by doing that you have to ask an important question, "why you learn"? During secondary school level and below, learning is compulsory. This is to equip the student with all the basic skills that they will need to use throughout their life. After sixteen, learning becomes optional. Those that choose to continue can select a pathway that will equip them for certain career routes or purely from a personal interest point of view. These two levels are very different, and must be approached by those delivering the learning with awareness of the altered factors. Hence why all curriculums need to different to meet the requirements of learners. Pedagogy is when you are teaching learners that fit into the ‘child to adult’ spectrum of development. This covers secondary school and some further education levels. When delivering the learning you need to be aware that they are not self motivated like mature learners, so you have to approach the teaching differently. They must be shown the benefits of what they are studying to understand where it fits into the grand scheme of their education, where this subject is leading. If they are shown progression and a point to the learning, it will aid in their motivation. You need to constantly change the learning styles. This is true of all teaching, but more so with the pedagogy principle. Young learners need to be interested in the topic or the format of learning it. As they are at a stage in their education where it is compulsory, not every learner it the classroom wants to be there. This makes them harder to engage and keep engaged. Constant changing of learning styles will aid this. Andragogy is the second principle of learning. This deals with mature learners. This has the same issues as the
References: Armitage, A, et. al., (2003). Teaching and Training in Post-Compulsory Education, Norfolk, Open University Press Curzon, L B, (2000), Teaching in Further Education, Fifth Edition, London, Continuum Marland, Michael (1993), The Craft Of The Classroom, London, Penguin Arkana Petty, Geoffrey, (1998), Teaching Today, Second Edition, Cheltenham, Stanley Thornes Reece, Ian & Walker, Stephen, (2003), Teaching, Training and Learning, Oxford, Alden Group Limited Carver, Frank, (2003), Frank Carver 's Study and Teaching Resources http://education-pages.co.uk/study/CG7407/, 19th December 2004 Hillier, Yvonne, (2002), Reflective Teaching in Further and Adult Education, London, Continuum Rogers, Jenny, (2001), Adults Learning, Suffolk, Open University Press