Assessment Unit 002 Understanding Inclusive Learning and Teaching in Lifelong Learning

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6302 Level 3 Award in Preparing to Teach in the Lifelong Learning Sector Unit 002 Understanding Inclusive Learning and Teaching in Lifelong Learning

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1.1 Summarise learning and teaching strategies used in own specialism

As a First Aid Instructor, I deliver a variety of courses lasting between one to three days in duration. I try and vary my teaching styles depending on the subject and also on the learning styles of the students. Achieving the correct balance is quite a challenge.

I address all these different learning styles I use a range of teaching methods. At the start of a training session I use an ice-breaker to let the students introduce themselves and it also gives me a chance to guage the depth of their knowledge. I then give my aim of the session and explain my objectives.

Within the session itself I will use power point, incorporating photos and videos. I will then do a practical presentation, initially with no explanation then I will repeat the demonstration with explanation. Finally I will ask the student to demonstrate the skill, providing the commentary. The teaching technique is known as EDIP, explanation, demonstration, imitation, practise.

I like to have a flip chart and will use it to expand on any subject should I be required to.

They way in which we learn is partly dependent on the type of learning that is involved. There are three types of domains of learning. They are Cognitive, Affective and Psychomotor.

Cognitive learners require the ‘thought process’ style i.e. knowing the ‘how’ and ‘why’. These candidates will love learning facts, figures, the understanding processes and problem solving. For example, what makes the heart beat, the different rhythms of the heart and what happens if the heart has an irregular beat….

A student with Affective learning involves the use and demonstration of emotions, feelings or attitudes towards other people. These candidates will be the type of people who understands the need for patient consent or the need for early defibrillation.

A student with Psychomotor type of learning will have the manual and physical skills and will like to have a hands-on approach. They will enjoy the chance to practise CPR on a manikin and relish the thought of tying someone up in bandages.

These three styles of learning were brought about by a man called Benjamin S Bloom (1913-1999). Bloom's (and his colleagues') initial attention was focused on the 'Cognitive Domain', which was the first published part of Bloom's Taxonomy, featured in the publication: 'Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl, 1956).

The 'Taxonomy of Educational Objectives: Handbook II, The Affective Domain' (Bloom, Masia, Krathwohl) as the title implies, deals with the detail of the second domain, the 'Affective Domain', and was published in 1964.

Various people suggested detail for the third 'Psychomotor Domain', which explains why this domain detail varies in different representations of the complete Bloom Taxonomy. The three most popularly referenced versions of the Psychomotor Domain seem to be those of RH Dave (1967/70), EJ Simpson (1966/72), and AJ Harrow (1972).

From these domains we have four types of learners – active, reflective, theorists and experimental.

Active learners like to learn something by doing it immediately. They can get impatient and often won’t bother to read the instructions or manual, they like to find out for themselves.

Reflective learners are those who prefer to ‘wait and see’. They sit back, watch others, and think about it before acting. They like to take their time.

Theorists like to know what things really mean or how does it fit with something. They are logical and objective. They will always think things through and can be perfectionists.

Experimental learners like to experiment. They are inspired by training courses and...
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