UNIT TITLE: Understanding inclusive learning and teaching in lifelong learning LEVEL 4 (3 credits)
The learner will:
The learner can:
1. Understand learning and teaching strategies in lifelong learning
Analyse learning and teaching strategies used in own specialism My own specialism is Equine Sports Coaching – learning and teaching strategies for this specialism include: Assignments – which are a mix of written assignments, presentations, coaching activities, case studies and journal/log book activities these provide evidences of student learning. They are a mix of individual or group assignments. Lectures – specific to the areas of teaching.
Group or Individual activities – relevant to the area of study e.g. Sports Biomechanics Analysis activities. Blended learning – The use of more than one method of teaching e.g. use of technology in the lecture and through the VLE. Coaching sessions – in which the students gain hand on coaching experience, which they can then reflect and improve upon. Debates/Discussions – Used to get the students to think about specific areas of study and what they agree with or not e.g. different coaching styles. Drawings – These can be used in a range of ways e.g. drawings of team strategies or of exercises used when coaching riders Electronic learning – The use of ICT, audio and video’s to enhance learning Experiential/Discovery – Practical tasks/activities to increase students learning of new knowledge and skills e.g. trying out new coaching methods. Flexible learning – Learning that occurs at a time/place to suit the students or uses different learning approaches. Games – fun way to learn by participation
Handouts – Information to promote and support learning e.g. information on learning styles and how to recognize them when coaching riders. Homework – Activities between lectures to stimulate independent student learning Icebreakers/Energisers – Fun ways to get students involved in a subject area or to help re-focus the group. Instruction – Tutor tells or shows the student what to do to achieve a particular skill – the students them perform this skill Mind maps – To encourage students to think about, organize and plan for a specifically taught area.
Evaluate the effectiveness of approaches to learning and teaching in own specialist area in meeting needs of learners Assignments – which are a mix of written assignments, presentations, coaching activities, case studies and journal/log book activities. These provide evidences of student learning, and act as a way of evaluating student progress and delivery each courses learner outcomes. Lectures – specific to the areas of teaching, these act as a base on which student learning begins and expands. However just having a two hour lecture can become boring/tiring therefore it is necessary to break the lectures up with other activities e.g. icebreakers/energizer/discussions/group activities. Group or Individual activities – These get students to gain confidence, knowledge, skills, listen to and debate different opinions, think about different theories, and methods of doing things. Types of activities include problem solving, debates, decision making and drawing activities. Blended learning – The use of more than one method of teaching. This ensures all learning styles are included within sessions’ e.g. visual, audio, and kinesthetic and read/write. Coaching sessions – Essential so that student learn how to coach others, allows them to experiment with different methods and styles of coaching. Debates/Discussions – Allows students to voice their opinions and think about areas of study differently. It is important to make sure that the debates/discussion stay focused on the task and do not stir up personal emotions. Drawings – Are good for visual and kinesthetic learners, they are useful in describing human movement, types of play or...
References: Gravells, A., (2012) Preparing to Teach in the Lifelong Learning Sector. 5th Eds. London: Sage Publications Ltd.
Ovando, M.N., (1994) "Constructive Feedback: A Key to Successful Teaching and Learning", International Journal of Educational Management, 8 (6) pp.19 – 22.
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