Applying theories and principles for planning and enabling inclusive learning and teaching

Transcription

1 Applying theories and principles for planning and enabling inclusive learning and teaching UV40825 F/503/4944 Learner name: VRQ Learner number:

2 VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary Therapy, Hospitality and Catering and Sport and Active Leisure sectors, with over 45 years of experience. VTCT is an awarding body regulated by national organisations including Ofqual, SQA, DfES 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 UV40825 Applying theories and principles for planning and enabling inclusive learning and teaching The aim of this unit is to enhance your understanding of the application of theories and principles to inclusive learning. You will cover the expectations of the minimum core in relation to the application of theories and principles for planning and enabling inclusive learning and teaching. You will also be required to evaluate your own practice in relation to these. UV40825_v11

4 Level 4 Credit value 12 GLH 30 Observation(s) 2 External paper(s) 0

5 Applying theories and principles for planning and enabling inclusive learning and teaching Learning outcomes On completion of this unit you will: 1. Be able to apply theories and principles of learning and communication to inclusive learning and teaching 2. Understand the application of theories and principles of learning and communication to inclusive learning and teaching 3. Understand expectations of the minimum core in relation to the application of theories and principles for planning and enabling inclusive learning and teaching 4. Be able to evaluate and improve own application of theories and principles of learning and communication to inclusive learning and teaching 4. Observation outcomes Competent performance of Observation outcomes must be demonstrated to your assessor on at least two occasions. 5. 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. 6. 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. 7. External paper There is no external paper requirement for this unit. Evidence requirements 1. Teaching practice You are required to undertake teaching practice in a teaching and learning environment. Practice should be in an appropriate context - either with groups of learners or with individual learners. Any single observation must be a minimum of half an hour. 2. Teaching and learning environment This unit assesses occupational competence. Evidence for this unit must be gathered in a real teaching and learning environment. Simulations, projects or assignments are not allowed for these outcomes. 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. UV

6 Achieving observations and range Achieving observation outcomes Your assessor will observe your performance of practical tasks. The minimum number of observations required is indicated in the evidence requirements section of this unit. Achieving range There is no range section that applies to this unit. Criteria may not always naturally occur during a practical observation. In such instances you will be required to produce supplementary evidence or asked questions to demonstrate your competence in this area. Your assessor will document the criteria that have been achieved through oral questioning. Your assessor will sign off an outcome when all criteria have been competently achieved. Teaching practice sign off Teaching practice must be undertaken in a teaching and learning environment to achieve this unit. Practice should be in an appropriate context - either with groups of learners or with individual learners. Any single observation must be a minimum of half an hour. Your assessor will complete the table below when sufficient teaching practice (as deemed appropriate by your assessor) has been completed and documented in your portfolio of evidence. Date achieved Assessor initials This unit requires teaching practice to be observed and assessed in a teaching and learning environment. Observations can be formative and summative. 4 UV40825

7 Observations Outcome 1 Be able to apply theories and principles of learning and communication to inclusive learning and teaching You can: a. Apply inclusive learning and teaching strategies and resources taking account of theories and principles of learning and communication *May be assessed through oral questioning. Observation 1 2 Optional Date achieved Criteria questioned orally Portfolio reference Assessor initials Learner signature UV

8 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: Where possible your assessor will integrate knowledge outcomes into practical observations through oral questioning. Observed work Witness statements Audio-visual media Evidence of prior learning or attainment Written questions Oral questions Assignments Case studies 6 UV40825

9 Knowledge Outcome 1 Be able to apply theories and principles of learning and communication to inclusive learning and teaching You can: Portfolio reference / Assessor initials* b. Explain how own selection and use of inclusive learning and teaching strategies and resources relates to theories and principles of learning and communication *Assessor initials to be inserted if orally questioned. UV

10 Outcome 2 Understand the application of theories and principles of learning and communication to inclusive learning and teaching You can: Portfolio reference / Assessor initials* a. Explain the factors that can affect learning and achievement b. Reflect on ways in which theories and principles of learning and communication can be applied to enable inclusive learning and teaching *Assessor initials to be inserted if orally questioned. 8 UV40825

11 Outcome 3 Understand expectations of the minimum core in relation to the application of theories and principles for planning and enabling inclusive learning and teaching You can: Portfolio reference / Assessor initials* a. Evaluate ways in which minimum core elements can be demonstrated in applying theories and principles for planning and enabling inclusive learning and teaching b. Use elements of minimum core in applying theories and principles of planning and enabling inclusive learning and teaching *Assessor initials to be inserted if orally questioned. UV

12 Outcome 4 Be able to evaluate and improve own application of theories and principles of learning and communication to inclusive learning and teaching You can: Portfolio reference / Assessor initials* a. Review how the effectiveness of own application of theories and principles of learning and communication impact on inclusive learning and teaching b. Identify strengths and areas for improvement in own application of theories and principles of inclusive learning and teaching c. Engage in professional development opportunities to improve own application of theories and principles of learning and communication to inclusive learning and teaching *Assessor initials to be inserted if orally questioned. 10 UV40825

13 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: Be able to apply theories and principles of learning and communication to inclusive learning and teaching Inclusive learning and teaching strategies and resources taking account of theories and principles of learning and communication: Reflective practice theory, models of reflection (e.g. Gibbs, Schon, Rolfe, Brookfield), learning theory (andragogy, behaviourism, cognitivism, humanism, socially situated learning), motivation theory (e.g. Maslow, Herzberg, McGregor), assessment theory, different types of assessment (e.g. initial, formative, summative), different methods of assessment (e.g. observation, oral questioning, written questions, practical exercises), learning preferences, different teaching and learning methods to accommodate different learners and different abilities or needs (e.g. one to one, paired work, small group teaching, whole group learning), communication theory, written, verbal and non-verbal communication, inclusive language, lesson planning, differentiation, classroom management, applying organisational policies and procedures, demonstrating use of appropriate resources, strengths and limitations of specific resources, representation of cultural differences, avoiding stereotyping, adapting resources to accommodate specific learning difficulties and disabilities. How own selection and use of inclusive learning and teaching strategies and resources relates to theories and principles of learning and communication: Reflecting on own approaches to delivery, models of reflection (e.g. Gibbs, Schon, Rolfe, Brookfield), selfreflective practice, rationale writing linking theory to practice. UV

14 Outcome 2: Understand the application of theories and principles of learning and communication to inclusive learning and teaching Explain the factors that can affect learning and achievement: Identifying individual learning needs, institutional, social, cultural and personal barriers to learning. Reflect on ways in which theories and principles on learning and communication can be applied to enable inclusive learning and teaching: Reflective practice theory, models of reflection (e.g. Gibbs, Schon, Rolfe, Brookfield), learning theory (andragogy, behaviourism, cognitivism, humanism, socially situated learning), motivation theory (e.g. Maslow, Herzberg, Mcgregor), assessment theory, different types of assessment (e.g. initial, formative, summative), different methods of assessment (e.g. observation, oral questioning, written questions, practical exercises), learning preferences, different teaching and learning methods to accommodate different learners and different abilities or needs (e.g. one to one, paired work, small group teaching, whole group learning), communication theory, written, verbal and non-verbal communication, inclusive language. Outcome 3: Understand expectations of the minimum core in relation to the application of theories and principles for planning and enabling inclusive learning and teaching Ways in which minimum core elements can be demonstrated in applying theories and principles for planning and enabling inclusive learning and teaching: Analysis of personal skills in relation to adult core curriculum, different learning and teaching methods to accommodate different learning preferences and different learning abilities and/or needs including one to one, paired work, small group work, whole group teaching, different assessment methods (e.g. observation, oral questioning, written questions, games, assignments), resource selection relating to learners levels and corresponding reading ages, SMOG (McLaughlin formula/polysyllable count), readability of resources, computerised resources, representation of cultural differences, avoiding stereotyping, adapting resources to accommodate specific learning difficulties and disabilities, evaluation theory (e.g. Kirkpatrick). Use elements of minimum core in applying theories and principles of planning and enabling inclusive learning and teaching: Lesson planning, Blooms taxonomy of learning (categorisation of objectives, knowledge, comprehension, application, analysis, synthesis, evaluation), differentiated outcomes, embedding language, literacy, numeracy (LLN), adult core curriculum. 12 UV40825

15 Outcome 4: Be able to evaluate and improve own application of theories and principles of learning and communication to inclusive learning and teaching Review how the effectiveness of own application of theories and principles of learning and communication impact on inclusive learning and teaching: Reflect on own approaches to delivery, models of reflection (e.g. Gibbs, Schon, Rolfe, Brookfield), models of evaluation (e.g. Kirkpatrick, 360 degree evaluation), learner evaluation, programme evaluation, use of qualitative and quantitative data, identifying assessment outcomes as a basis for improvement/target setting. Identify strengths and areas for improvement in own application of theories and principles of inclusive learning and teaching: SWOT analysis (strengths, weaknesses, opportunities, threats), self-reflection, use of feedback from a range of suitable sources, (e.g. learners, peer/tutor observations, managers). Engage in professional development opportunities to improve own application of theories and principles of learning and communication to inclusive learning and teaching: Action planning, setting SMART targets (specific, measurable, achievable, realistic, timely), strengths and limitations of own skills and knowledge (e.g. experience, qualifications, currency of skills and knowledge), liaison with other agencies and learning professionals, current research relating to inclusive practice. UV

16 Notes Use this area for making notes and drawing diagrams 14 UV40825