Practical guidelines for inclusive teaching
• Have a detailed understanding of each learner’s background, strengths, unique abilities, needs and barriers. Then use this information to inform your planning and give a clearer focus.
• Remember that the teacher is a facilitator of learning. • Keep the content and material as relevant as possible. • Break down learning into small, manageable and logical steps. Keep instructions clear and short (plan beforehand).
• Grade activities according to the different levels and abilities of learners. Try to ensure that learners remain challenged enough without undue stress.
• Develop a balance between individual, peer tutoring, cooperative learning and whole class teaching.
• Use learners to help one another in the form of group types, peer assisted learning, buddy systems and so on. Ensure that learners feel included and supported in the classroom by both the teacher and their peers.
• Set up pairs and groups of learners where members can have different tasks according to strengths and abilities. Promote self−management skills and responsibility through group roles and the types of tasks you set. However, ensure learners do not become ‘pigeon−holed’ in to a particular role in a group. Encourage learners to take on tasks that build on their strngths and develop their weaker areas.
• Motivate learners and affirm their efforts and individual progress. Build confidence. Encourage questioning, reasoning, experimentation with ideas and risking opinions.
• Determine the learner’s Zone of Proximal Development (ZPD) and use it for effective teaching and learning. Vygotsky described the ZPD as the distance between what the learner already knows and understands and what he/she can understand with ‘expert’ support. Learning is thus a social interaction as the teacher or more skilled peer who mediates and supports the learner as he/she understands a new concept.
• Spend time on consolidating new learning. Use different ways to do this until all learners understand the concept. Make time to go back to tasks so that learners can learn from their own and others’ experiences and methods.
• Use and develop effective language skills (expressive and receptive, verbal and non−verbal).
• Experiment with a variety of teaching methods and strategies to keep learners interested and to cater for and develop different learning styles. Use games, co− operative group work, brainstorming, problem−solving, debates, presentations, and so on.
26 Section 3: Teaching and learning for Mathematics
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