Understanding Inclusive Learning and Teaching in Lifelong Learning

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Unit synopsis
This unit is about:
identifying how to meet learner needs
identifying ways to offer effective support for learning •recognising learner entitlement in the learning process
enhancing learners’ access to and participation in programmes of learning •motivating learners and fostering an enjoyment of learning •identifying and implementing the appropriate methods and strategies for teaching and supporting learning and learning objectives •developing effective communication and interaction skills •designing a teaching and learning session

choosing or designing appropriate resources to support learning •understanding assessment theory and its application, forms and methods of assessing learning •developing understanding how assessment decisions can be recorded and how assessment information may be used •creating the opportunity to practice self-reflection and evaluation Examples of teaching and learning strategies The following teaching methods and learning strategies are appropriate to the delivery and development of the knowledge, understanding and skills covered in this unit. A variety of these should be used to provide a model of good practice to the student-teacher. This list is not exhaustive: •small group discussion (utilising student-teacher experience as a resource) •workshop activities •micro-teaching session •lecture •question and answer •resource-based learning •role play •discussion OCR Level 3 Award in Preparing to Teach in the Lifelong Learning Sector Version 3.2

lecture and exposition •directed study and research •debate •practical activities •ILT practical sessions •Attendance at meetings •Membership of relevant professional bodies • Debate •Professional discussion Please note: Additional resources to aid with the delivery and assessment of this unit are available on the OCR website Guidance on delivery for Centres:

For many candidates this will be first opportunity to explore the skills and knowledge required to successfully teach in the lifelong learning sector. Centres will need to be able to provide the opportunity for the student teacher to engage in planning and delivering teaching . Delivery may take the form of:

provision of individual learning plans,
provision of guidance on the qualification and progression routes to further development, •provision of opportunities for learning, eg discussion fora, •Provision of ongoing mentoring to the student teacher, including review and feedback on learning experiences and development of competence, •Observation of peer-to-peer discussions of groups of student teachers or of students teachers and qualified teachers, •Observation of teaching practice, •Professional discussion with the assessor will develop and test the knowledge requirements, where these are not already met through the activities described above. Guidance on Assessment for Centres:

Within the context of this unit, the candidate must be able to demonstrate skills and knowledge at level 3. The ability to recognise and develop thinking across these criteria is to be encouraged. This means that while a candidate should aim to produce concise written evidence and clarity of thought, this will need to be of sufficient depth and breadth to meet the level 3 standard. There is an expectation that the written work will be presented at the appropriate level. Teaching practice requirements

OCR Level 3 Award in Preparing to Teach in the Lifelong Learning SectorVersion 3.2 There is no requirement to undertake teaching practice other than as micro teaching for assessment purposes. Observed and assessed practice

Candidates should be involved in at least one hour of microteaching. Each candidate must deliver at least one 15 minute microteaching session which should be observed and assessed by a member of the delivery team. For the additional 45 minutes, candidates can either deliver additional microteaching sessions or observe the microteaching...
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