This document discusses strategies for all-inclusive learning. It begins by asking teachers to reflect on students who struggled in school. It then discusses challenges in motivating these at-risk students and implementing new instructional approaches. The rest of the document provides strategies for teachers, including understanding different learning styles, providing feedback, balancing challenges, and establishing a sense of belonging in the classroom. The overall message is that using diverse, supportive teaching strategies can help engage even the most difficult students.

1. All-InclusIve leArnIng
strAtegIes
Anita Malhotra

2. Questions for Thought
• Do you remember your students in school that never
seemed to complete class assignments or do their
homework?
• Do you remember students who did poorly in most of
their classes and rarely participated in extracurricular
activities?
• How much attention did you pay to those students?

3. Who are at risk?
Labels of Students Least Likely To Succeed
• Struggling Students
• Reluctant Students
• Disadvantaged Students
• Alienated Students
• Resistant Students
• Educationally Deprived

4. T Challenges…
he
Implementing New Instructional Approaches
Motivating Students:
• Responsibility for Their Own Learning
• Broader Learning Goals

5. LEARNING STYLE
Children learn in different ways. Every
one has a preferred style and it is
possible to test children to determine
their preferences. Knowledge of
different learning style is key to
successful teachers

6. Learning to Learn
How will you get there…
…if you don’t know where you are going ?

7. Learning Types
• Master code of learning style model is –
whatever you wish to teach link your
objectives to words (linguistic ),numbers, or
logic pictures (Logical), music (musical),
the body bodily (kinesthetic), the social
interaction( interpersonal) and personal
experience (intrapersonal).

8. Evolution of an idEa
• Hold Teaching Workshops and Seminars
• Interact frequently with the students
• Consider What Students Need to Know
• Involving students in group discussions

9. StratEgiES:
•Present rules and instructions in an
informational rather than controlling manner
•Give students opportunities to make choices
(individually or as a group)
•Evaluate students’ performance in a non-
controlling manner
•Give incentives to the students for responding in
the class.
Example: Give a chocolate or simply make the
class clap for child.

10. Positive learning
• Everyday spare 4-5 minutes in general
interaction
• Encourage the students to ask questions.
• Place a “Question Box” in the class for
students who are shy of oral interaction

11. Feedback
Feedback from students is essential to know
their views.
Ask the students if the understood the lesson
Hold surprise talks regarding the lesson
Take written feedback

13. Student Learning StyLeS
 Give frequent, early, positive feedback that supports
students' beliefs that they can do well.
 Ensure opportunities for students' success by
assigning tasks that are neither too easy nor too
difficult.
 Help students find personal meaning and value in the
material.
 Create an atmosphere that is open and positive.
 Help students feel that they are valued members of a
learning community.

14. evaLuation oF StudentS ShouLd be
baSed on FoLLowing pointS
• Commitment
• Preparation
• Curiosity
• Attitude
• Talent
• Retention
• Effort
• Communication Skills
• Performance

15. Make it reaL
Try to create learning activities that are based on
topics that are relevant to your students' lives.
Strategies include using local examples, teaching
with events in the news, using pop culture technology
(iPods, cell phones, YouTube videos) to teach

16. Provide choices
Students can have increased motivation when
they feel some sense of autonomy in the learning
process.
That motivation declines when students have
no voice in the class structure.
Giving your students options can be as simple
as letting them pick their group partners or
select from alternate assignments

17. Balance the challenge
Students perform best when the level of
difficulty is slightly above their current
ability level.
If the task is to easy,
it promotes boredom and may
communicate a message of low expectations
or
a sense that the teacher believes the
student is not capable of better work .

18. estaBlish a sense of
Belonging
•In an academic environment, research shows that students
who feel they 'belong' have a higher degree of intrinsic
motivation and academic confidence.
•According to students, their sense of belonging is fostered
by a teacher that demonstrates
 warmth and openness,
 encourages student participation,
 is enthusiastic,
 friendly and helpful,
 is organized and prepared for class

19. adoPt a suPPortive style
•Supportive teacher behaviors include
•Listening,
•Giving hints and encouragement,
•Being responsive to student questions and
•Showing empathy for students