PTLLS Unit 2
1.1 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. I also used to teach PRICE (Protecting Rights In a Caring Environment). 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. It tends to use a style more like EDIP (Explain, Demonstrate, Imitate and Practice). Allen’s (1919) four-step method, as cited in Gravells (2012, p.95) describes that it starts with explaining the task, then demonstrating it, then asking the students to imitate it and finally the students to practice it, correcting any errors. 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. These may include PowerPoint slides, talking, Q&A, discussions, writing and using a whiteboard or flipchart to collect and analyse information. Auditory learners’ may benefit from discussion, listening to presentations and questions and answers. Visual learners may benefit from whiteboard drawings and handouts.
1.2 Explain how approaches to learning and teaching in own specialism meet the needs of the learners
Within the practical sessions of physical intervention, I always gave additional breaks if needed, particularly in the more tiring and exhausting exercises. 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. Changing the groups around also helped students, so they didn’t become used to their partner’s or group’s way of working. Also towards the end of the day, when people were
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. I also used to teach PRICE (Protecting Rights In a Caring Environment). 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. It tends to use a style more like EDIP (Explain, Demonstrate, Imitate and Practice). Allen’s (1919) four-step method, as cited in Gravells (2012, p.95) describes that it starts with explaining the task, then demonstrating it, then asking the students to imitate it and finally the students to practice it, correcting any errors. 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. These may include PowerPoint slides, talking, Q&A, discussions, writing and using a whiteboard or flipchart to collect and analyse information. Auditory learners’ may benefit from discussion, listening to presentations and questions and answers. Visual learners may benefit from whiteboard drawings and handouts.
1.2 Explain how approaches to learning and teaching in own specialism meet the needs of the learners
Within the practical sessions of physical intervention, I always gave additional breaks if needed, particularly in the more tiring and exhausting exercises. 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. Changing the groups around also helped students, so they didn’t become used to their partner’s or group’s way of working. Also towards the end of the day, when people were
References: Gravells A; (2012) Preparing to Teach in the Lifelong Learning Sector, 5th Edition, Learning Matters World Wide Web page: The Higher Education Academy (2014), Inclusive Teaching Practice. Retrieved: February 06, 2014 from http://www.heacademy.ac.uk/resources/detail/subjects/psychology/Inclusive_Teaching_Practice