Uncategorized peejgoodley Teaching in my specialisms as an outdoor instructor and in the air cadet organisation most of my teaching tends to be in a practical setting. This means that some things that work in a classroom are less useful in a context where most of my teaching is conducted in the outdoors or teaching practical skills. As important part of this process Demonstrations are very important and must be conducted carefully to allow for covering all of the learning styles possible for this reason they need to be conducted in silence, followed by an explanation and then an activity or practice BCU Coaching Service,
Education Summarise learning and teaching strategies used in own specialism All the teaching I have carried out recently is in relation to people with learning disabilities and challenging behaviour.
Some is classroom based, such as Risk and Conflict Management, Autism and behaviour interventions relating to an individual service user. This is a physical intervention course which is practical and physical with no desks; therefore the teaching and learning strategies are different for this course.
This method is useful for practical tasks to be taught. In a classroom setting I try to cater for all learning styles by using various teaching methods and strategies. Visual learners may benefit from whiteboard drawings and handouts.
If I saw an individual struggling to keep up or appearing tired, I would either bring the whole group back in for a demonstration, change the activity or give the whole group a break. Also towards the end of the day, when people were becoming tired, I would ask them just to walk through the practice and not do it at full speed, for health and safety reasons.
Within a classroom setting doing a PowerPoint presentation if learners appeared tired I would change my teaching method to having a discussion or using a whiteboard or flipchart or doing an exercise in groups.
Tutors need to be aware and cater for diverse needs.
Aspects of this include ensuring learners can find the venue, the tutor welcoming everyone, the use of ice breakers and everyone being included in deciding the ground rules. Learners should not be made to feel undermined, intimidated or not good enough.
The Higher Education Academy world wide web page describes inclusion as: Integrating disabled learners involves making ad hoc changes to teaching, or providing individuals with equipment or other forms of support so that they can access what has not been designed from the outset with their needs in mind.
Inclusive teaching will have been prepared in a way that is accessible for all learners, as far as possible. Consideration will have been given to the impact of teaching activities on disabled students and will aim to reduce the number of needless barriers they encounter.
If I am aware of any needs that they may have it will enable me to plan my learning and teaching techniques to suit every learner which will enable inclusion. I will need to include learners in agreeing their individual learning plan so ensure it meets their needs. Ensuring the learners help write the ground rules will ensure everyone feels included.
Also using an ice breaker assists learners to feel part of a group. I will need to consider the resources I use to ensure they meet the needs of the learners.
It will be important to use a wide variety of resources when I am teaching, the main reasons for this is to accommodate different learning styles but also to help learner stimulation and interaction. Part of inclusive learning is for me to be approachable and accessible, so the students feel comfortable to talk to me.
A tutor also needs to consider if a resource is at the correct level of ability. Resources also need to be current and credible and of high quality. Tutors also need to consider their own ability to use the equipment and there may be budgetary constraints to consider.
All resources need to meet the session objectives. If we consider the resource of YouTube videos within PowerPoint, some advantages to its use are: These can include initial, formative and summative. Summative assessments are usually formal and carried out at the end of a course.
Initial assessments are carried out before and at the beginning of a course to enable the tutor to gain information about the students, such as their current level, previous knowledge and reasons for doing the course.
Assessments need to be at the correct ability and level of the learners. There are various methods of formative assessments, which can include: Explain how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills Learners can practice their literacy and language skills by reading handouts and slides, writing in groups or on a whiteboard and generally listening and speaking within discussions.
Going through terminology can also support learners with their language and literacy skills. Encouraging learners to email you with any questions they may have will provide them with opportunities to practice their ICT skills.
Also if I am teaching a session on analysing challenging behaviour, I can provide data for students to analyse and graph. Homework could also be given to create the graph on the computer and then present it at the next session which will incorporate both their numeracy and ICT skills.
If a learner is completing the course because they have to, they may not be as motivated as a learner who wants to complete the course. A tutor needs to build professional relationships with the students, creating a welcoming environment. A tutor can motivate and engage learners by varying teaching approaches, giving praise and encouragement, treating everyone with respect, avoiding a monotone voice, making the session interesting and using breaks if and when needed more frequent shorter breaks might suit the learners better than less but longer breaks.
Alternatively in a similar manner each learner could each say a rule aloud and we could instate the modal rules. A student needs to know what and how something is good, not just that it is good.
A popular method of giving feedback, which makes it easier for a learner, is a feedback sandwich.Level 3 Award in Preparing to Teach in the Lifelong Learning Sector Unit Understanding Inclusive Learning and Teaching in Lifelong Learning Name: Date: Word Count: Summarise learning and teaching strategies used in own specialism As a First Aid Instructor, I deliver a variety of courses lasting between one to three days in duration.
Preparing to teach in the Lifelong Learning Sector Unit – Understand inclusive learning and teaching in Lifelong Learning Angie Alvarez Lorza Summarise Learning and teaching strategies used in own specialism Within my own specialty field having a variety of teaching methods and strategies to potentiate learning is an.
Summarise learning and teaching strategies used in own specialism All the teaching I have carried out recently is in relation to people with learning disabilities and challenging behaviour. Table of Contents Summarise Learning and Teaching Strategies Used in Own Specialism 3 Effectiveness of Approaches to Learning and Teaching in Own Specialism Meet the.
Summarise learning and teaching strategies used in own specialism.
Explain how approaches to learning and teaching in own specialism meet the needs . Part 1 Current teaching and learning strategies (, ) Summarise (level 3)/ analyse (level 4) the teaching and learning methods and activities currently used in your teaching / training context.
How successful do you think these approaches are at meeting the needs of your learners?