A Critical Comparison of Two Pedagogical Approaches Implemented to Teach Learners with Adhd, in Mainstream Schools.
Teaching, Learning and Assessment. Assignment 1.
A critical comparison of two Pedagogical Approaches implemented to teach learners with ADHD, in Mainstream Schools.
Rationale
Introduction
In this assignment I aim to critically compare two pedagogies; Teacher-Centred Learning (TCL) and a problem solving approach, used to teach learners with ADHD (Attention Deficit Hyperactivity Disorder) in mainstream schools. I will use the example of Problem-based Learning (known as PBL) for a problem solving approach. My interest in a comparative study of these two pedagogies derives from my experience as a teaching assistant in a U.K. mainstream school, where I specifically worked with learners who had varying behavioural issues, including ADHD. As I worked in small groups or on a one to one basis I was able to develop my methods of teaching to best suit each individual and found that a ‘one size fits all’ approach was not adequate. It was through this work that I wanted to better understand the most practicable and successful pedagogies to implement when teaching learners with ADHD. Also, in Education today there seems to be a great want to ensure ‘Inclusive Education’ for all is occurring and that means allowing learners, even those with Special Educational Needs, the right to access mainstream education. UNESCO (1994:11-12) stated that:
‘Children should learn together, wherever possible, regardless of any difficulties or differences they have…..There should be a continuum of support of services to match the continuum of special needs encountered in every school.’
However, for this to happen effectively teachers need to be able to adapt their pedagogies, (teaching methods) to suit all, and not just the majority of their students. Learners with behavioural disorders, such as ADHD, must be able to engage and actively partake in lessons.
In This assignment I will define Attention Deficit Hyperactivity Disorder and use the abbreviation ADHD. I will also
A critical comparison of two Pedagogical Approaches implemented to teach learners with ADHD, in Mainstream Schools.
Rationale
Introduction
In this assignment I aim to critically compare two pedagogies; Teacher-Centred Learning (TCL) and a problem solving approach, used to teach learners with ADHD (Attention Deficit Hyperactivity Disorder) in mainstream schools. I will use the example of Problem-based Learning (known as PBL) for a problem solving approach. My interest in a comparative study of these two pedagogies derives from my experience as a teaching assistant in a U.K. mainstream school, where I specifically worked with learners who had varying behavioural issues, including ADHD. As I worked in small groups or on a one to one basis I was able to develop my methods of teaching to best suit each individual and found that a ‘one size fits all’ approach was not adequate. It was through this work that I wanted to better understand the most practicable and successful pedagogies to implement when teaching learners with ADHD. Also, in Education today there seems to be a great want to ensure ‘Inclusive Education’ for all is occurring and that means allowing learners, even those with Special Educational Needs, the right to access mainstream education. UNESCO (1994:11-12) stated that:
‘Children should learn together, wherever possible, regardless of any difficulties or differences they have…..There should be a continuum of support of services to match the continuum of special needs encountered in every school.’
However, for this to happen effectively teachers need to be able to adapt their pedagogies, (teaching methods) to suit all, and not just the majority of their students. Learners with behavioural disorders, such as ADHD, must be able to engage and actively partake in lessons.
In This assignment I will define Attention Deficit Hyperactivity Disorder and use the abbreviation ADHD. I will also
References: American Psychiatric Association. (1994) ‘Diagnostic and Statistical Manual of Mental Disorders. (DSM-IV).’ 4th edn. Washington, DC, USA. Braud, L. ‘Social vs. Behavioural Learning Theories.’ Last revised, May, 16, 2010. Retrieved, November, 30, 2010, from, http://www.ehow.co.uk/about_6518869_social-vs_-behavioral-learning-theories.html Frederickson, N Kain, D. J. (2003) ‘Teacher-centered versus student-centered: Balancing constraint and theory in the composition classroom.’ Pedagogy 3(1), 104-108. Retrieved, December 1, 2010, from Project MUSE database. Kids Health. ‘What is ADHD?’ Last Revised, September, 2008. Retrieved, November, 29, 2010, from, http://kidshealth.org/parent/medical/learning/adhd.html Lauchlan, F Marquardt, K. ‘How to create a Problem Based Learning Unit.’ Last revised, July, 3, 2010. Retrived, November, 30, 2010, from, http://www.ehow.com/how_6692990_create-problem-based-learning-unit.html McDonald, J Raggi, V. L. and Chronis, A. M. (2006) ‘Interventions to address the academic impairment of children and adolescents with ADHD.’ Clinical Child and Family Psychology Review, 9. Reuckert, C. (1997) ‘ESL Lesson Plan. – Teacher Development. PPP Lesson Plan Design.’ Retrieved, December, 2, 2010, from http://www.esl-lesson-plan.com Schunk, D Spaeth. C. and Walter. L. (1997) ‘Behaviourist Theory of Learning.’ Last revised, July, 2, 1998. Retrieved, December, 1, 2010, from, http://www.sil.org UNESCO (1994) ‘The Salamanca Statement and Framework for Action on Special Education.’ Paris: UNESCO --------------------------------------------