3 credits at level HE5
This module will develop your knowledge and understanding of all aspects of implementing embedded approaches. You will consider ways in which to effectively support learners with language, literacy and/or numeracy needs through an embedded approach. The focus will be on embracing differentiation and inclusivity to meet learners’ needs. You will also have the opportunity to reflect on your own practice and skills in order to action your continuing personal and professional development.
Using embedded approaches within learning programmes
Aspects of differentiation and inclusivity
Effective teaching strategies in supporting learners, including questioning techniques
Active learning approaches, including learner-centred activities
Reflection and self-evaluation
The module will be delivered using a variety of methods such as lectures, seminars, group/individual tutorials, presentations, and practical activities. Learning and teaching will be achieved through a blended learning approach (combination of face-to-face and electronic based resources and communications).
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Demonstrate a knowledge and
understanding of embedded
approaches in learning and teaching
1.1 Demonstrate to learners the benefits of
developing numeracy skills within an area of
1.2 Develop numeracy skills within the learning and
assessment activities of an area of specialism
|2.||Demonstrate a knowledge and
understanding of how to ensure
vocational content is clear to those with
2.1 Develop numeracy activities appropriate for a
range of learners in another area of specialism
2.2 Promote learner reflection on their progress in
developing numeracy skills
|3.||Demonstrate a knowledge and
understanding of active learning
approaches within a learning session
3.1 Use a range of learner-centred and applied
activities for developing numeracy skills
3.2 Work with teachers of another area of
specialism on their use of activities to practise
|4.||Demonstrate a knowledge and
understanding of how to evaluate and
improve own practice within an
4.1 Evaluate own professional practice in relation
to embedding numeracy skills development
4.2 Plan appropriate development opportunities to
improve own practice in relation to embedding
4.3 Discuss how own knowledge, understanding
and personal skills in English and Mathematics
impacts on teaching and learning
Your achievement of the learning outcomes for this module will be tested as follows:
There are no prerequisites for this module.
No restrictions apply.
Brandes, D. (2006) A guide to student-centred learning. Cheltenham: Stanley Thornes.
Centre for Studies on Inclusive Education (CSIE) (2004) Ten Reasons for Inclusion, http://inclusion.uwe.ac.uk/csie/10rsns.htm
Collfield, F., Moseley, D., Hall, E. and Ecclestone, K. (2004) Learning Styles for Post-16 Learners: What do we know? London: Learning and Skills Research Centre.
Farrell, T.S. C (2004) Reflective Practice in Action California: Corwin Press
Gibbs, G. (1981) Teaching students to learn: a student-centred approach. Milton Keynes: Open University.
Grauberg, E. (2001), Elementary Mathematics and Language Difficulties, Whurr.
Henderson, A. (2000) Mathematics for the Dyslexic, David Fulton.
Kluth, P, Strant, D.M and Biklen, D.P (2003) Access to Academics for ALL students. London: Lawrence Erlbuam Associates
Pollard, A, (2005) Reflective Teaching: Evidence-Informed Professional Practice (Continuum Studies in Reflective Practice & Theory). London: Continuum.
Reid, G (2005) Learning Styles and Inclusion London: Paul Chapman Publishing
Schon, D.A. (1996) Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
Tobias, S. (1978), Overcoming Math Anxiety, Houghton Mifflin Co.
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