Understanding Inclusive Learning and Teaching in Lifelong Learning
* Form 2 Assessment front sheet and feedback record PTLLS Level 3
This form is mandatory
Theory Assessment No: | Unit 002 – Understanding Inclusive Learning and Teaching in Lifelong Learning |
Learner name: | Jessica Bell | Enrolment number: | | Date issued: | 23/10/2012 | Date submitted : | 06/11/2012 |
I confirm that the evidence for this unit is authentic and a true representation of my own work.
Learner Signature …………………………………………….. Date …………………
|
Marker/Tutor/Assessor name: Grade: Date:
1.1 Summarise learning and teaching strategies used in own specialism.
In any teaching specialism it is very important to use strategies to engage students and try to motivate them to gain as much as they can from their chosen course of study.
Below I have highlighted the strengths and limitations of three teaching strategies that I use in my own specialism: Strategy | Strengths | Limitations | Discussions | This gives all students an opportunity to express their opinion.It allows for a difference in opinion and for students to learn from each other’s point of view. | Quieter students may not participate.More confident students may dominate the discussion.The group could easily go ‘off task’ and need to be brought back to the subject focus.Not practical with more than 20 students. | Group work | Gives students a chance to find out the roles they naturally take within a group setting.Can help quieter students to participate in a smaller group.Allows a sense of achievement as students work together to achieve a common goal.Students can learn from each other. | Students may be overwhelmed by those with stronger characters within the group.Extra preparation needed to focus the group and make sure clear instructions are given.Groups may get side tracked and not focus on activities set. | Practical Demonstration | Students are
This form is mandatory
Theory Assessment No: | Unit 002 – Understanding Inclusive Learning and Teaching in Lifelong Learning |
Learner name: | Jessica Bell | Enrolment number: | | Date issued: | 23/10/2012 | Date submitted : | 06/11/2012 |
I confirm that the evidence for this unit is authentic and a true representation of my own work.
Learner Signature …………………………………………….. Date …………………
|
Marker/Tutor/Assessor name: Grade: Date:
1.1 Summarise learning and teaching strategies used in own specialism.
In any teaching specialism it is very important to use strategies to engage students and try to motivate them to gain as much as they can from their chosen course of study.
Below I have highlighted the strengths and limitations of three teaching strategies that I use in my own specialism: Strategy | Strengths | Limitations | Discussions | This gives all students an opportunity to express their opinion.It allows for a difference in opinion and for students to learn from each other’s point of view. | Quieter students may not participate.More confident students may dominate the discussion.The group could easily go ‘off task’ and need to be brought back to the subject focus.Not practical with more than 20 students. | Group work | Gives students a chance to find out the roles they naturally take within a group setting.Can help quieter students to participate in a smaller group.Allows a sense of achievement as students work together to achieve a common goal.Students can learn from each other. | Students may be overwhelmed by those with stronger characters within the group.Extra preparation needed to focus the group and make sure clear instructions are given.Groups may get side tracked and not focus on activities set. | Practical Demonstration | Students are
Bibliography: Ann Gravells, 2011. Preparing to Teach in the Lifelong Learning Sector: Fourth Edition. 4 Edition. Learning Matters Ltd.. Ann Gravells, 2012. Passing Ptlls Assessments (Lifelong Learning Sector). 2nd Revised edition Edition. Learning matters. A Wilson, 2008. Practical Teaching. Edition. Thomson Learning.