Understanding inclusive learning and teaching in lifelong learning

Transcription

1 Understanding inclusive learning and teaching in lifelong learning UV30759 T/503/1233 Learner name: VRQ Learner number:

2 VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary Therapy and Sport and Active Leisure sectors, with over 45 years of experience. VTCT is an awarding body regulated by national organisations including Ofqual, SQA, DCELLS and CCEA. VTCT is a registered charity investing in education and skills but also giving to good causes in the area of facial disfigurement. Statement of unit achievement By signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements have been achieved under specified conditions and that the evidence gathered is authentic. This statement of unit achievement table must be completed prior to claiming certification. Unit code Date achieved Learner signature Assessor initials IV signature (if sampled) Assessor tracking table All assessors using this Record of Assessment book must complete this table. This is required for verification purposes. Assessor name Assessor signature Assessors initials Assessor number (optional)

3 UV30759 Understanding inclusive learning and teaching in lifelong learning The aim of this unit is to enable you to understand teaching and learning strategies and approaches in lifelong learning, and how to use these to meet the needs of learners. You will also learn how to create a learning environment that engages and motivates learners. UV30759_v10

4 Level 3 Credit value 3 GLH 12 Observation(s) 0 External paper(s) 0

5 Understanding inclusive learning and teaching in lifelong learning Learning outcomes On completion of this unit you will: 1. Understand learning and teaching strategies in lifelong learning 2. Understand how to create inclusive learning and teaching in lifelong learning 3. Understand ways to create a motivating learning environment Evidence requirements 1. Working environment There is no requirement for you to be observed/assessed in a work environment. 2. Teaching practice There is no requirement for you to undertake teaching practice. 3. Achieving assessment criteria There must be valid, authentic and sufficient evidence for all assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one assessment criterion. 4. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the Knowledge section of this unit. This evidence may include projects, assignments, case studies, reflective accounts, oral/written questioning and/or other forms of evidence. 5. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes in this unit. All outcomes must be achieved. 6. External paper There is no external paper requirement for this unit. UV

6 Developing knowledge Achieving knowledge outcomes You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below: Observed work Witness statements Audio-visual media Evidence of prior learning or attainment Written questions Oral questions Assignments Case studies 4 UV30759

7 Knowledge Outcome 1 Understand learning and teaching strategies in lifelong learning You can: Portfolio reference / Assessor initials* a. Summarise learning and teaching strategies used in own specialism b. Explain how approaches to learning and teaching in own specialism meet the needs of learners c. Describe aspects of inclusive learning *Assessor initials to be inserted if orally questioned. UV

8 Outcome 2 Understand how to create inclusive learning and teaching in lifelong learning You can: Portfolio reference / Assessor initials* a. Explain how to select inclusive learning and teaching techniques b. Explain how to select resources that meet the needs of learners c. Explain how to create assessment opportunities that meet the needs of learners d. Explain how to provide opportunities for learners to practise their literacy, language, numeracy and ICT skills *Assessor initials to be inserted if orally questioned. 6 UV30759

9 Outcome 3 Understand ways to create a motivating learning environment You can: Portfolio reference / Assessor initials* a. Explain ways to engage and motivate learners in an inclusive learning environment b. Summarise ways to establish ground rules with learners to promote respect for others c. Explain ways to give constructive feedback that motivates learners *Assessor initials to be inserted if orally questioned. UV

10 Unit content This section provides guidance on the recommended knowledge and skills required to enable you to achieve each of the learning outcomes in this unit. Your tutor/assessor will ensure you have the opportunity to cover all of the unit content. Outcome 1: Understanding learning and teaching strategies in lifelong learning Learning and teaching strategies: Different teaching and learning methods to accommodate different learning styles and different abilities or needs including one to one/paired work/small group teaching/ whole group teaching, minimising potential barriers to ensure curricula are accessible to all. Approaches to learning and teaching in own specialism: Subject specialist knowledge, initial assessment, referral systems, liaison with other professionals, teaching strategies for learners with difficulties and disabilities to ensure access to subject specialism, the role of the specialist teacher, unique aspects, qualification requirements, specialist resources; specialist knowledge and skills, awareness of different areas of specialism, range of requirements both for teacher and learners, consideration of how to deliver and requirements for specialist delivery (resources, location, equipment and timing). Aspects of inclusive learning: Legislation, entitlement, differentiation, strands of diversity, application of policies and procedures, inclusive communication (written, verbal and non-verbal), learning styles (visual, kinaesthetic, auditory), equality of opportunity in teaching (making sure all learners can access information in a range of different ways as appropriate). 8 UV30759

11 Outcome 2: Understand how to create inclusive learning and teaching in lifelong learning Selecting inclusive learning and teaching techniques: Learning preferences, different teaching and learning methods (strengths and limitations, classroom management, lesson planning, extension activities, differentiated outcomes), Blooms taxonomy of learning (categorisation of objectives knowledge, comprehension, application, analysis, synthesis, evaluation), SMART objectives (Specific, Measurable, Achievable, Relevant, Timely), self-reflection. Selecting resources that meet the needs of learners: Learners levels and corresponding reading ages, SMOG (McLaughlin formula/polysyllable count) testing resources, readability of resources, computerised resources, strengths and limitations of specific resources, learning preferences, representation of cultural differences, avoiding stereotyping, adapting resources to accommodate specific learning difficulties. Creating assessment opportunities that meet the needs of learners: Assessment planning involving the learner, different methods of assessment (e.g. observation, oral questioning, written questions, project based, assignments) formal and informal, paper-based and non-paper based, awarding body evidence requirements, different types of assessment (e.g. formative, summative), usefulness of initial diagnostic assessment in agreeing assessment plan, literacy, numeracy, ICT, support available, course requirements. Provide opportunities for learners to practise their literacy, language, numeracy and ICT skills: Language/ literacy opportunities in sessions for speaking/presentations/listening, discussion or debate, processing information and responding to others, reading, researching in order to interpret texts and locate information; writing, planning, drafting, editing of assignments/ reports, use of estimation to develop number senses, measurement of area/ volume, handling statistics, data analysis, word processing of assignments, using formulae to produce charts and diagrams for reports and presenting information, internet/intranet as research tools, knowledge of Adult Literacy and Numeracy Core Curriculum, diagnostic assessment, Spiky profile and identifying skills requirements of learners, embedding Literacy, Language and Numeracy (LLN)/ ICT skills, lesson planning, liaison with LLN/ICT subjects specialists, knowledge of LLN/ICT requirements within subject specialism in order to achieve vocational qualification. UV

12 Outcome 3: Understand ways to create a motivating learning environment Engaging and motivating learners in an inclusive learning environment: Motivation theory (e.g. Maslow, Herzberg, McGregor), lesson planning, learning preferences, feedback, verbal and written, target setting, ILP (individual learning plan), differentiation, group and individual dynamics, collaborative/ team teaching, demonstration, role play, games, discussion, supported/flexible or independent study, learner-centred learning; social/cultural/emotional factors affecting motivation, learner s responsibility for own learning, barriers to learning, coping strategies, negotiation, goal setting, appropriate, support mechanisms, appropriate level of challenge, ways to encourage individual and independent learning, identify and redress poor motivation and inappropriate behaviour, stimulating independent learning. Establishing ground rules with learners to promote respect for others: Legislation, organisational policies and procedures, negotiation skills, empowerment, establishing boundaries, strands of diversity, democratic approach. Giving constructive feedback that motivates learners: Clear, constructive on assessment outcomes, within agreed timescale, negotiating with learners, interactive, appropriate environment and language, specific to assessment requirements (objective), feedback sandwich (praise-criticism-praise), identifying assessment outcomes as basis of improvement/target setting, measuring, achievement in setting goals/action planning, use of feedback from range of appropriate sources (e.g. work-based assessor, timely reviews, learner selfreflection). 10 UV30759