Assessment Unit 002 Understanding Inclusive Learning and Teaching in Lifelong Learning

6302 Level 3 Award in Preparing to initiate in the Lifelong learnedness Sector Unit 002 Understanding Inclusive Learning and T each(prenominal)ing in Lifelong Learning Name Date Word Count 1. 1 Summarise learning and article of faith strategies recitation in own specialism As a First Aid Instructor, I labor place over a variety of courses lasting between one to common chord days in duration. I essay and vary my training styles depending on the sheathface and in a same(p)(p) manner on the learning styles of the scholars. Achieving the correct balance is sooner a challenge. I address all these diametric learning styles I use a govern of teaching methods.At the pay off of a procreation school term I use an ice- breakers to let the students introduce themselves and it in any case gives me a chance to guage the depth of their knowledge. I then give my aim of the seance and apologize my objectives. at bottom the school term itself I allow use power institutiona lise, incorporating icons and videos. I provide then do a working presentation, initially with no explanation then I will repeat the demonstration with explanation. eventually I will ask the student to demonstrate the skill, providing the commentary. The teaching technique is known as EDIP, explanation, demonstration, imitation, practise.I the likes of to read a flip chart and will use it to expand on any subject should I be necessary to. They way in which we learn is partly dependent on the type of learning that is involved. at that place argon three types of domains of learning. They be Cognitive, emotional and Psychomotor. Cognitive apprentices require the thought corporeal process style i. e. knowing the how and why. These sensdidates will love learning facts, figures, the understanding processes and problem solving. For example, what give rises the heart beat, the different rhythms of the heart and what happens if the heart has an irregular beat.A student with Af fective learning involves the use and demonstration of emotions, feelings or attitudes towards other people. These tail assemblydidates will be the type of people who understands the motive for patient consent or the need for early defibrillation. A student with Psychomotor type of learning will arrive at the manual and physical skills and will like to take up a hands-on approach. They will enjoy the chance to practise cardiopulmonary resuscitation on a manikin and relish the thought of tying someone up in bandages. These three styles of learning were brought close by a man called Benjamin S Bloom (1913-1999).Blooms (and his colleagues) initial precaution was focused on the Cognitive Domain, which was the first published part of Blooms Taxonomy, featured in the publication Taxonomy Of educational Objectives Handbook 1, The Cognitive Domain (Bloom, Engelhart, Furst, Hill, Krathwohl, 1956). The Taxonomy of Educational Objectives Handbook II, The Affective Domain (Bloom, Masia, Krathwohl) as the title implies, deals with the detail of the second domain, the Affective Domain, and was published in 1964.Various people suggested detail for the third Psychomotor Domain, which explains why this domain detail varies in different representations of the complete Bloom Taxonomy. The three most popularly referenced versions of the Psychomotor Domain have the appearance _or_ semblance to be those of RH Dave (1967/70), EJ Simpson (1966/72), and AJ plow (1972). From these domains we have four types of pupils active, reflective, theorists and experimental. Active scholarly persons like to learn something by doing it immediately. They can get impatient and often wont bother to read the instructions or manual, they like to beget out for themselves.Reflective learners are those who prefer to wait and see. They sit back, watch others, and think about it before acting. They like to take their time. Theorists like to know what things really mean or how does it fit with s omething. They are logical and objective. They will always think things through and can be perfectionists. Experimental learners like to experiment. They are inspired by training courses and want to test out their new found skills. They punish and find more(prenominal) effective ways of doing things. They may take short cuts or devise their own methods of working. They like problem solving and dive things up quickly.They can get frustrated if not able to try something for themselves quickly. To 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 demonstrati on 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. 1. 2 explain how approaches to learning and teaching in own specialism run across the take of learners 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. For detailed explanation please refer to question 1. To mark off that I have met the needs of the learner I continually observe and assess the students. I will have questions and answer sessions at regular intervals and also like to use quizzes to include a cheer element. These may be done on an individual or team basis. It will bring forward a sense of competition and hopefully motivate the student to learn. In a t eam emplacement it is splendiferous for team building and also encourages the group to share ideas and listen to each other. The practical sessions will peculiarly appeal to the Activist learners as they like to get involved and hands on.It will allow the student to practise their skills in a controlled environment. I ask students if they are willing to share any experiences, perchance first aid situations where they have been actively involved. This gives the students a chance to share real life stories and explain how the surmisal compares with real life scenarios. This would appeal to the Theorist learners. 1. 3 Describe aspects of inclusive learning If several(prenominal) teaching techniques are incorporated then the needs of the majority of students will be catered for. If a student has a particular disability then special provisions may need to be make for them.Should a student be dyslexic then several adjustments can be made to suit their learning needs. Any printed tex t would be printed on pastel shades of yellow paper and larger font could be used. It would be beneficial to sit the student in as much native light as possible as fluorescent lighting can prove difficult for them. I would use more pictures than text to enhance their learning experience,. A partially sighted student could be given a seat that affords the best view of the trainer and training aids. If necessary consider the disaster of video recording devices.Learners with hearing disabilities l would make received they are seated as well-nigh to the front as possible. I would also include as many visual aids as possible to assist their learning. I would also give handouts of all topics covered to ensure nothing had been missed. If a learner had a physical disability I would need to consider access and also make room for a wheelchair in the classroom. I would need to be prepared to take any training aids that the student required directly to them. 2. 1 rationalise how to selec t inclusive learning and teaching techniquesDyslexia lashings of visual pictures and discussion. Lots of practical sessions to learn the different techniques,. Partially sighted learner Lots of oral instruction and discussions. Question and answers sessions as opposed to pen work. Physical disability Train them the theory and techniques of first aid so that they are able to instruct someone else what to do in the berth of a medical emergency. Hearing disabilities More visual aids and practical demonstrations. Handouts to reinforce knowledge. 2. 2 apologise how to select resources that meet the needs of learnersIt is my responsibility to select the range of equipment that is required on the course. Depending on the needs of the students I will select the resources required to get the desired learning levels. For example, in the case of a dyslexic learner I may need pastel coloured paper for handouts. My power point presentation may need to be adjusted to include more pictures and videos. 2. 3 Explain how to fashion assessment opportunities that meet the needs of learners There are two ways to gain assessments and make sure learning has occurred.These are Formative and Summative assessments. I would gain an Initial Assessment at the start of the course to assess the level of knowledge and understanding of the student. This could be done by asking the student to introduce themselves, including these details. Formative Assessment is part of the instructional process. If the knowledge base isnt at the required level for that stage of the course then I would have to go back over the session to reinforce the learning. Maybe it would require a change of teaching skills to accommodate the learning style of the student.It is of the essence(predicate) to carry out a formative assessment at an early stage and to repeat it during the spunk of the session to ensure than any adjustments to the teaching can take place effectively. Summative Assessment is used at th e end of a session in localize to confirm that the desired levels of learning have been reached. I would summarise the learning points then assess the levels of knowledge using a variety of methods. The results of this final exam assessment must be given and doubts cleared immediately to motivate the student to progress further.In order to make these assessments I have a range of methods that I can use. I may use question and answer sessions, these are particularly useful to dyslexic learners. I may decide to hand out work sheets to be completed or ask the learners to participate in a quiz. During the time period of instruction I would be reservation observational assessments. Any official assessment would need to be recorded. 2. 4 Explain how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills Literacy there are many ways in which a learner can practice their literacy skills.At the start of a course there are documents which need to be completed, for example, personal details and qualifications held. During the course work sheets may need to be filled in and the learners can also practice filling in accident report forms. Numeracy In the CPR practical sessions, learner will have the opportunity to count up to 30 whilst performing compressions on the manikin. These must be done at a ratio of 302 with rescue breaths. Language The learners will have plenty of opportunity to practise their language skills. This may be through group discussion, role crook or asking questions.First aiders need good communication skills when dealing with patients as they can be truly distressed and frightened. ICT learners will have the opportunity to practice their ICT skills by using an Automated External Defibrillator and spirit at an epi-pen. To embed the skill the learner will be given plenty of opportunities during the course to practice. It will be my responsibility to ensure that the learner can confidently perform th e tasks that are asked of them. 3. 1 Explain ways to engage and motivate learners in an inclusive learning environmentIt is important to know the motive for the learners attendance on the course. They might be attending because they have to or they might be really interested in first Aid and want to develop their knowledge base. Whatever their author it is wise to point out the advantages of attending the course and how it can help them, their friends and other members of their family should an emergency situation arise. Ice breakers are useful tools to initially engage the learners and to put them at ease. It can also help them feel more part of the group. I could also use David Kolbs Experiential Learning Theory (ELT) see diagram at back.Kolbs model therefore works on two levels a four-stage cycle 1. Concrete Experience (CE) Having an experience 2. Reflective Observation (RO) Reviewing the experience 3. Abstract Conceptualization (AC) close from the experience 4. Active E xperimentation (AE) Planning what is next from the experience The learners could be told that at the end of the session there will be a quiz and the winner will receive whatever is on the instructors deskI make sure that there is a box of chocolates there as these are certain(prenominal) motivators.If there are dyslexic learners present I would may make the quiz a photo quiz . I could also ask the learners to work in small groups so that they coud help each other out. If a learner with ADHD was present I would give regular encouragement and sustainment them informed how long a session was going to last. If necessary I would suggest that they stand and maybe walk around the classroom rather than staying in a static position if there are no practical demonstrations involved. 3. 2 Summarise ways to establish ground rules with learners to promote respect for othersI would promote respect for others by giving the responsibility of setting ground rules to the learners. It could be an initial ice breaker activity, maybe putting them in small groups to come up with ideas. They could then come together as a group and vote on which rules should be included. These should make e reallyone feel part of the decision making process and it also gives them ownership of the ground rules. When the ground rules have been agreed upon and written out I would display it in the classroom in a prominent position.If a learner was to break the rules more than a couple of times then I would draw their attention to the displayed list. If a learner was to incline in breaking the ground rules then I would have to take them aside and speak to them. If it was worthy a distraction to the other learners and affecting the learning within the classroom then I would take a firm stance and warn the learner that they may have to remove themselves from the course. 3. 3 Explain ways to give constructive feedback that motivates learners Feedback is an important part of the course.It doesnt have to be formal, it could just be a smile or a nod. It can also be given as written feedback. Feedback should always follow the following format Positive praise the candidate Negative/improvement pick up on the key orbital cavitys only Positive always leave the candidate on a high note and a good feeling of achievement. The learner could be asked how they felt that the last tack together of work went. In which areas did they perform well and which areas could be improved on. This is called self-assessment.Invariably students are their worst critics and are very hard on themselves. However, it does allow the student to have their own input and feel part of the process. aim the areas that went well for them but do not go into too much detail. The add constructive feedback on areas that can be improved. Make suggestions on how they can develop their skills in these areas. Finally, point out something positive, an area that worked really well for the learner. This will give them a sense of achievement and motivate them to progress further.If the learner suffered from dyslexia then any written feedback would be printed on pastel coloured paper, in the colour that was desirable for the learners needs. It would be reinforced with verbal feedback which would cover all the points raised in the written feedback. 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