9 credits at level HE4
The module is concerned with the practical and theoretical issues involved in planning and enabling learning. It focuses on:
• Initial assessment and goal-setting
• Planning for inclusive learning
• Teaching and supporting learning
• Applying minimum core specifications
• Reflecting, using feedback and evaluating.
The purpose of initial assessment and planning for opportunities to evaluate and record individual learning goals. Equality, diversity and inclusion in relation to learners; planning teaching and learning for different types of learners and employing a range of teaching and learning strategies for groups and individuals; structuring schemes of work and sessions appropriately. The application of motivational theories and concepts to enthuse and motivate learners. Effective communication and presentation skills and the use of learning resources and ICT to enhance learning. Student evaluation; self-evaluation; reflective practice; action planning for improving own performance.
LLUK values and commitments included in this unit:
AS 1; AS 3; AS 4; BS 1; BS 2; BS 3; BS 4; BS 5; CS 1; CS 2; CS 3; DS 1; DS 2;
ES 1; FS 1; FS 4
LLUK standards included in this unit:
AK 1.1; AP 1.1; AK 3.1; AP 3.1; AK 4.2; AP 4.2; BK 1.1; BP 1.1; BK 1.2; BP 1.2; BK 2.1; BP 2.1; BK 2.2; BP 2.2; BK 2.3; BP 2.3; BK 2.4; BP 2.4; BK 2.5; BP 2.5; BK 2.6; BP 2.6; BK 3.1; BP 3.1; BK 3.2; BP 3.2; BK 3.3; BP 3.3; BK 3.4; BP 3.4; BK 3.5; BP 3.5; BK 4.1; BP 4.1; BK 5.1; BP 5.1; BK 5.2; BP 5.2; CK 1.1; CP 1.1; CK 2.1; CP 2.1; CK 3.1; CP 3.1; CK 3.2; CP 3.2; CK 3.3; CP 3.3; CK 3.4; CP 3.4; CK3.5; CP 3.5; DK 1.1; DP 1.1; DK 1.2; DP 1.2; DK 1.3; DP 1.3; DK 2.1; DK 2.2; DP 2.1; DP 2.2; EK 1.1; EP 1.1 FK 1.1; FP 1.1; FK 1.2; FP 1.2; FK 4.2; FP 4.2
The unit will be taught using a variety of methods such as lectures, presentations, roleplay, seminars, individual/group tutorials 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).
The module will be assessed by a portfolio of work mapped against the assessment criteria. The assessment strategy allows trainees flexibility in the way they demonstrate the assessment criteria.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Understand ways to negotiate appropriate individual goals with
1.1 Analyse the role of initial assessment in the learning and teaching process.
1.2 Describe and evaluate different methods of initial assessment for use with learners.
1.3 Evaluate ways of planning, negotiating and recording appropriate learning goals with learners.
|2.||Understand how to plan for inclusive learning
2.1 Establish and maintain an inclusive learning environment.
2.2 Devise and justify a scheme of work which meets learners’ needs and curriculum requirements.
2.3 Devise and justify session plans which meet the aims and needs of individual learners and/or groups.
2.4 Analyse ways in which session plans can be adapted to the individual needs of learners.
2.5 Plan the appropriate use of a variety of delivery methods justifying the choice.
2.6 Identify and evaluate opportunities for learners to provide feedback to inform practice.
|3.||Understand how to use teaching and learning strategies and resources inclusively to meet curriculum requirements.
3.1 Select/adapt, use and justify a range of inclusive learning activities to enthuse and motivate learners, ensuring that curriculum requirements are met.
3.2 Analyse the strength and limitations of a range of resources, including new and emerging technologies, showing how these resources can be used to promote equality, support diversity and contribute to effective learning.
3.3 Identify literacy, language, numeracy and ICT skills which are integral to own specialist area, reviewing how they support learner achievement.
3.4 Select/adapt, use and justify a range of inclusive resources to promote inclusive learning and teaching.
|4.||Understand how to use a range of communication skills and methods to communicate effectively with learners and relevant parties in own organisation.
4.1 Use and evaluate different communication methods and skills to meet the needs of learners and organisations.
4.2 Evaluate own communication skills, identifying ways in which these could be improved including an analysis of how barriers to effective communication might be overcome.
4.3 Identify and liaise with appropriate and relevant parties to effectively meet the needs of learners.
|5.||Understand and demonstrate
knowledge of the minimum core in own practice.
5.1 Apply minimum core specifications in literacy to improve own practice.
5.2 Apply minimum core specifications in language to improve own practice.
5.3 Apply minimum core specifications in mathematics to improve own practice.
5.4 Apply minimum core specifications in ICT to improve own practice.
|6.||Understand how reflection,
evaluation and feedback can be used to develop own practice
6.1 Use regular reflection and feedback from others, including learners, to evaluate and improve own practice, making recommendations for modification as appropriate.
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Assignment, including team teaching session and self-evaluation.|
There are no prerequisites for this module.
No restrictions apply.
Appleyard, N. and Appleyard, K. (2010) Communicating with Learners in the Lifelong Learning Sector. Exeter: Learning Matters
Armitage, A, Bryant, R, Dunnill, R, Hayes, D, Hudson, A, Kent, J, Lawes, S. and Renwick, M, (2003) Teaching and Training in Post-Compulsory Education 2nd edition, Buckingham: Open University Press.
Cowley, S. (2003) Getting the Buggers to Think London: Continuum International Publishing Ltd.
Curzon, L.B (2003) Teaching in Further Education; an Outline of Principles and Practice 6th edition, London: Continuum.
Gardner, J (ed.) (2006) Assessment and Learning London: Sage Publications Ltd
Gravells A (2007) Preparing to Teach in the Lifelong Learning Sector Exeter: Learning Matters
Gravells, A. and Simpson, S. (2010) Planning and Enabling Learning in the Lifelong Learning Sector. Exeter: Learning Matters
Petty, G. (2009) Teaching Today: A Practical Guide, 4th Edition Cheltenham: Nelson Thornes
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Rogers, B (2006) 2nd ed. Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour management and Colleague Support London: Paul Chapman Publishing Ltd
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Tummons, J (2007) Becoming a Professional Tutor Exeter: Learning Matters
Wallace S. (2005) Supporting Learning in Further Education Exeter: Learning Matters
Wallace, S (2007) Managing Behaviour in the Lifelong Learning Sector 2nd edition, Exeter: Learning Matters
Woodward, T (2007) Planning Lessons and Courses Cambridge University Press
Wright, A.M, Abdi-James, S, Colquhoun, S, Speare, J and Partridge, T (2006) FE Lecturer’s Guide to Diversity and Inclusion London: Continuum
Youth Matters (2005) pub. DfES [Online] Available to download from –
< http://publications.everychildmatters.gov.uk/ >
|Host Subject Group:||Education|
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