Understanding Inclusive Learning and Teaching in Lifelong Learning

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* Form 2 Assessment front sheet and feedback record
PTLLS Level 3
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Theory Assessment No:| Unit 002 – Understanding Inclusive Learning and Teaching in Lifelong Learning|

Learner name: | Jessica Bell|
Enrolment number:| |
Date issued:| 23/10/2012|
Date submitted :| 06/11/2012|

I confirm that the evidence for this unit is authentic and a true representation of my own work.

Learner Signature …………………………………………….. Date …………………

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Marker/Tutor/Assessor name: Grade: Date:

1.1 Summarise learning and teaching strategies used in own specialism. In any teaching specialism it is very important to use strategies to engage students and try to motivate them to gain as much as they can from their chosen course of study. Below I have highlighted the strengths and limitations of three teaching strategies that I use in my own specialism: Strategy| Strengths| Limitations|

Discussions| This gives all students an opportunity to express their opinion.It allows for a difference in opinion and for students to learn from each other’s point of view. | Quieter students may not participate.More confident students may dominate the discussion.The group could easily go ‘off task’ and need to be brought back to the subject focus.Not practical with more than 20 students.| Group work| Gives students a chance to find out the roles they naturally take within a group setting.Can help quieter students to participate in a smaller group.Allows a sense of achievement as students work together to achieve a common goal.Students can learn from each other.| Students may be overwhelmed by those with stronger characters within the group.Extra preparation needed to focus the group and make sure clear instructions are given.Groups may get side tracked and not focus on activities set.| Practical Demonstration| Students are able to think for themselves and show their own understanding of the subject.It allows the teacher to assess progress of the students.Good for kinaesthetic learners.Allows students to practice their skills.| They are difficult to moderate so they could be an unreliable form of assessment.Can be difficult if the group is large.If lots of resources are needed then it can become very expensive and there may not be a budget for it.|

1.1 Explain how approaches to learning and teaching in own specialism meet the needs of learners. It is very important to use a variety of teaching strategies so that you can keep your learners engaged, and that you can cater for as many learning styles as possible so that all levels of learner can be stretched and challenged. One of the ways to ensure that all levels of learner can be engaged is by having extra tasks prepared to give any students that complete their work early. A teacher could also be willing to let students take work home if they need extra time to complete what they haven’t completed in class. When teaching sex education classes I do a practical demonstration of how to put on a condom. This teaching method is a good example of how to engage students that learn in different ways with one activity. Visual learners are engaged by watching the demonstration, aural learners are engaged by listening to the explanation, those students who learn by reading and writing can read the instructions and make notes on them and kinaesthetic learners will learn through doing the task themselves. Whilst delivering tutorials a lot of the methods I use have to be suitable for group work as so much of the emphasis is on sharing views and listening to the opinion of others. Methods such as demonstration, discussion, role play and project work are suitable. I adapt these methods for the needs of each group that I teach. Currently I have four groups that have very different needs, for example one group is mainly made up of visual...
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