Understanding and using inclusive teaching and learning approaches in Education and training


Task Ai – Briefing Documents


As a trainer, you should be taking into consideration the importance of Inclusive teaching and learning approaches to meet learners needs.


Below is the brief idea for you to understand the importance


  1. Key features of inclusive teaching and learning (ref 1.1).


Inclusive learning and teaching helps the trainer to understand and value learners culture, needs and plan the session as per learners learning style and preference without making them feel excluded.


As a trainer, you should understand that you are facilitating to a group of individuals with different experiences, abilities and needs.


Features of inclusive teaching and ways to promote:


  • Assess and recognize individual needs, learning preferences and goal. This can be done prior to the training session with pre- assessment activity.
  • You need to be approachable to your learners during the session who need more support ex. learners with dyslexia.
  • Make learners comfortable my calling them by name and appreciating them for their inputs.
  • You need to involve various activities to include all learners style like flipchart, group discussion, role plays, audio and visuals.
  • Provide opportunities like quiz, discussions on experience for group work to allow learners to feel included.
  • Use a wide range of teaching, learning and assessment approaches based upon the learner needs.
  • Considering the diversity of different culture in the room, plan your training to make everyone feel inclusive and use of business language (English).


Benefits of inclusive teaching includes:


  • You will be able to connect with all the learners with different learning preference/styles during the session.
  • Learners will be able to engage during the session resulting in desired outcome.
  • Learners will feel free to ask any doubts or share their opinion during the training.


  1. Important to provide opportunities for learners to develop their English, Mathematics, ICT and wider skills.


As a trainer, it is important for you to provide opportunities for learners to develop their English, Mathematics, ICT and wider skills during the session as much as possible.


These skills provide opportunities to all learners for self-development, knowledge and give them better career opportunities. This can also help the learners to work effectively and efficiently in their work area.Developing this skill helps in building confidence in the learners to talk to others, engage in society, solve problem and upgrade themselves.


The skills and opportunities mentioned below shows a range of opportunities that trainer can provide for the learners to develop their skills:



  • Speaking, discussion and asking questions.
  • Reading and writing.



  • Calculations, Counting
  • Handling data and Problem solving



  • Use of Laptops, desktop
  • Use of social media platforms
  • Use of emails
  • Use of phones


Wider Skills:

  • Working with others
  • Employability (better opportunities)
  • Problem solving
  • Engage in society


  1. Explain why it is important to create an inclusive teaching and learning environment.


Inclusive learning ensures that all learners can be involved, contribute and be included in the learning process.

It’s also important to treat everyone fair and equal without making anyone feel favoured.


As a trainer you should try to create an inclusive teaching and learning environment for your learners to make them feel included by keeping in mind their learning preferences and styles.


Below are few things you can consider while planning your training session:


  • Pre- assessment before the start of training will help you to identify any individual learning or support needs, and can be added while creating the learning plan.
  • Being approachable to the learners by introducing yourself at the beginning of the session and being friendly which will make them feel comfortable. As a trainer while doing this you should keep your boundary in mind for others not to be felt favoured.
  • During the start of the training, you can brief the learners about any activity you will be conducting during the training session and when doing role play ask for volunteers.
  • You can create different activities to include all learning styles and preferences.
  • Ensure the environment is safe to make learners feel comfortable.
  • Involve all learners during the session by using their first name, asking questions and give them group work opportunities.
  • Appreciate everyone’s contribution to make them feel valued and included.
  • Use a wide range of teaching, learning and assessment approaches based on the learners needs.
  • Use resources and materials that promotes equality and diversity.
  • Treat all learners with respect, fairly and equally.
  • Motivate the learners by being positive and enthusiastic.


As a facilitator you should consider all the above factors to deliver an effective teaching and learning. This will give learners the opportunity to be part of the session and get the desired outcome.



  1. Ways to Engage and Motivate Learners (ref 2.3):

Motivation, A reason or reasons for acting or behaving in a particular way. (Oxford Dictionary)

Engaging learners is about getting their attention, actively involve them in the session by keeping them motivated, as motivation is the desire to do things.


The objective from a session can be achieved if learners are engaged and motivated in their learning.



They are more likely to engage in learning when they:

  • See value in their learning
  • Believe they can be successful
  • Believe that engaging in their learning experiences will bring a desired outcome.


Unmotivated learners can have a negative impact on their learning and behaviour. During your sessions you should try to engage and motivate learners from the beginning of the session.


This can be achieved in the following methods:


  • Know your learners needs, learning preferences and deliver the activities as required i.e. audio, visual and kinetic.
  • Ensure that the aims and objectives of the topic is understood at the start of the training session.
  • Use a different learning approaches and resources to meet the learning preferences
  • Build a positive and safe environment for learners to feel comfortable to approach you.
  • Conduct formative assessment to know their understanding about the topic during the session.
  • Include various activities within the session to keep them engage and motivated.
  • Ask question and discuss to make them feel inclusive during the session
  • Summarise the session at the end related to the aims and objectives, and allow time for questions.


  1. Ways to establish ground rule with learners: (ref 2.4)


Ground rules are boundaries, rules and conditions within which learners can safely work and learn. Establishing the ground rules during first session will create respect and appropriate behaviour throughout the training session. Ground rules should be discussed and negotiated with learners.

There are two types to ground rules viz. negotiable and non-negotiable.

Negotiable rules are those which can be changed or modified by discussing with the learners like break time, mobile phone use, etc.

Non-negotiable rules are those which must be followed by the learners i.e. Smoking in the building, respecting others point of views, time punctuality and following health and safety instructions.


Below are few ways to establish ground rules:


  • Make few groups and ask them to create their own list of rules they want to be followed. This will allow the learners to communicate with each other and respect other views.
  • You can also ask learners to individually list down the rules they want on post it note and put on flipchart.
  • You can also create a list by yourself and discuss with the learner for the approval and mutual understanding.
  • Make learners to agree on their created rules throughout the training session.


As a trainer, you should lead by example by following the rules and making sure that your learners are doing the same. Creating ground rule also make learner to feel safe in the environment and make them feel inclusive.

Keep the rules visible to learners to keep them reminded of what should be followed and what is not acceptable.






TASK Aii – Comparative activity

  1. Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs (ref 1.2).

As a trainer Iwill be involved with learners with different learning preferences. I should create or adapt different approachesto meet individual learner needs.

The table below gives examples of different teaching and learning approach related to my own area of work, it shows the strengths and limitations in relation to meeting individual learner needs.


Teaching and learning approach Strengths  Limitations Meeting individual needs



Case studies

§  Makes topics more realistic

§  Can be carried out in groups or individually

§  Builds on current knowledge and experiences

§  Roles should be defined if carried out in a group

§  Can’t have clear outcomes

§  Need more time to discuss and take feedback.

§  Can suit a range of learning preferences

§  Case studies can be customized to suit all learning styles








§  Can be supported with hand-outs and activities to cover different learning preferences

§  Can increase confident and attention

§  Equipment may not be available faulty

§  Not enough resources

§  Difficult for large group to understand

§  Difficult to suit all learner’s preference.

§  Good for visual learning preferences

§  Learners can make notes to suit their own learning preferences.







§  Puts theory into practice

§  Makes learning enjoyable

§  Encourages interaction and healthy participation


§  Must have clear objectives

§  Learners should remain focused

§  Supervision is needed

§  Rules must be followed

§  Can suit a range of learning styles

§  Can be differentiated




§  Interaction between learners and trainers.

§  Effective use of media can make the learning motivating and inspiring

§  Some learners may not pay attention

§  Too many slides can be boring and loose the individual’s attention

§  Good for visual and oral learning

§  Learners can make individual notes for own learning methods


























TASK B – Planning Activity


  1. Importance to select teaching and learning approaches, resources and assessment methods to meet individual learner needs (ref 2.2)


It’s important to select an appropriate learning approach to make learners feel inclusive in the session. It’s not about how trainer will train, but how the learners will learn.


The learning approaches depends on the topic that is going to be delivered during the session, length of session and if any learners have needs ex learners with dyslexia. This can be done by keeping in mind the strength and weakness of using different learning approaches.


Resources are all the materials that trainers can use to deliver and assess the learners. This can handouts, items of equipment, flipchart. For certain topic trainers should create or adapt someone else’s resource. Putting posters on the wall of training room will help in enforcing points and subconsciously learners will be glancing at them, taking the information.



Visiting speaker:

  • To impart relevant information regarding a topic.
  • To answer specific questions from learners which relate to their interest in topic or opportunities.

Handouts:(To summaries topic in hard copy and/or electronic copy)

  • In a fount, colour and style to suit a learner who has dyslexia.
  • The same can be given to all learners.
  • Electronic versions can be adapted by individual learners to suit their needs.

Physical Resource:


  • To build interest of learner with Kinaesthetic learning preference.
  • To encourage those with other learning preference to trey something out of their comfort zone.


Assessment is the method used to ensure that learners understood the topic. Different assessment methods can be used to include all learning preferences.


Some of the methods are mentioned below:



  • Ideal for learners who like to progress at their own pace.
  • Learners might be able to add to their work if they don’t meet all the requirement at first

Case studies

  • Learners can input their views and opinions
  • They can enhance motivation and interest.
  • Builds on current knowledge and experience of individual learners.



  • A learner with dyslexia could complete it using a word processor with spell check.


  1. Considering the above, select the teaching and learning approaches, resources and methods and devise a plan for your micro teach session (ref 3.1)


Please refer to session plan attached.


  1. Using your plan, give reasons for your selection of teaching and learning approaches, resources and assessment methods to meet individual learners needs. (ref 3.2)


Please refer to the attached Task B section c file.






TASK C Delivery and involvement in micro-teach


  1. Using the plan you have devised, deliver your micro-teach (ref 4.1, 4.2)


Please refer to the presentation, quiz, evaluation form.


  1. Provide constructive feedback to your learners to meet their individual needs (ref 4.3)


Please refer to the file attached.


TASK D Reflective Account


  1. Review the effectiveness of your delivery of inclusive teaching and learning by producing an account reflecting own micro-teach, tutor feedback.


Please refer to the file attached.


  1. Identify areas for improvement in own delivery of inclusive teaching and learning (ref 5.2)


Please refer to the file attached.

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