Assessment Unit 002 Understanding Inclusive Learning and Teaching in Lifelong Learning
6302 Level 3 Award in Preparing to Teach in the Lifelong Learning Sector
Unit 002 Understanding Inclusive Learning and Teaching in Lifelong Learning
Name:
Date:
Word Count:
1.1 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. I try and vary my teaching styles depending on the subject and also on the learning styles of the students. Achieving the correct balance is quite a challenge.
I address all these different learning styles I use a range of teaching methods. At the start of a training session I use an ice-breaker to let the students introduce themselves and it also gives me a chance to guage the depth of their knowledge. I then give my aim of the session and explain my objectives.
Within the session itself I will use power point, incorporating photos and videos. I will then do a practical presentation, initially with no explanation then I will repeat the demonstration with explanation. Finally I will ask the student to demonstrate the skill, providing the commentary. The teaching technique is known as EDIP, explanation, demonstration, imitation, practise.
I like to have a flip chart and will use it to expand on any subject should I be required to.
They way in which we learn is partly dependent on the type of learning that is involved. There are three types of domains of learning. They are Cognitive, Affective and Psychomotor.
Cognitive learners require the ‘thought process’ style i.e. knowing the ‘how’ and ‘why’. These candidates will love learning facts, figures, the understanding processes and problem solving. For example, what makes the heart beat, the different rhythms of the heart and what happens if the heart has an irregular beat….
A student with Affective learning involves the use and demonstration of emotions, feelings or attitudes towards other people. These candidates will be the type of
Unit 002 Understanding Inclusive Learning and Teaching in Lifelong Learning
Name:
Date:
Word Count:
1.1 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. I try and vary my teaching styles depending on the subject and also on the learning styles of the students. Achieving the correct balance is quite a challenge.
I address all these different learning styles I use a range of teaching methods. At the start of a training session I use an ice-breaker to let the students introduce themselves and it also gives me a chance to guage the depth of their knowledge. I then give my aim of the session and explain my objectives.
Within the session itself I will use power point, incorporating photos and videos. I will then do a practical presentation, initially with no explanation then I will repeat the demonstration with explanation. Finally I will ask the student to demonstrate the skill, providing the commentary. The teaching technique is known as EDIP, explanation, demonstration, imitation, practise.
I like to have a flip chart and will use it to expand on any subject should I be required to.
They way in which we learn is partly dependent on the type of learning that is involved. There are three types of domains of learning. They are Cognitive, Affective and Psychomotor.
Cognitive learners require the ‘thought process’ style i.e. knowing the ‘how’ and ‘why’. These candidates will love learning facts, figures, the understanding processes and problem solving. For example, what makes the heart beat, the different rhythms of the heart and what happens if the heart has an irregular beat….
A student with Affective learning involves the use and demonstration of emotions, feelings or attitudes towards other people. These candidates will be the type of
References: RH Dave (1967/70) EJ Simpson (1966/72) AJ Harrow (1972). 'Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain ' (Bloom, Engelhart, Furst, Hill, Krathwohl, 1956). David Kolb – 1984 - 'Experiential Learning: Experience as The Source of Learning and Development '