1.1 Analyse learning and teaching strategies used in own specialism There are a variety of strategies that teachers can use to improve student learning. What you have to do as a teacher is analyse the students you are teaching and devise a strategy in order to deliver your session. These are some of the strategies that could be used for my employability sessions. Critical Thinking - Critical thinking is a collection of mental activities. Discussion Strategies - Engaging students in discussion.
Role Play – To develop skills and link theory to practice.
1.2 Evaluate the effectiveness of approaches to learning and teaching in own specialist area in meeting needs of learners Critical thinking includes the ability to intuit, clarify, reflect, connect, infer, and judge. It brings these activities together and enables the student to question what knowledge exists. Discussion Strategies deepens their learning and motivation by propelling them to develop their own views and hear their own voices. A good environment for interaction is the first step in encouraging students to talk. Role Play When delivering a session about interviews role plays will allow the students to develop interview techniques i.e. body language tone of voice etc.
1.3 Evaluate aspects of inclusive learning
Inclusion is about involving all your learners and treating them fairly without excluding anyone but also understanding the boundaries between teacher and student. A.Gravells (2011) p.49 This can be achieved by doing activities from the start, for example have your students ask each other simple questions i.e. star signs which is a good ice breaker, this will have all students interacting from the start. Another way to promote inclusion is when asking questions instead of just asking the students who speak up the most, have names on a straw and ask the name drawn from the pack of straws.
2.1 Analyse inclusive approaches to learning and teaching
Inclusive learning is about making sure that every learner in the classroom has their needs identified and met. It is about understanding that every learner will have specific individual needs and it is the job of the teacher to accommodate the needs of all of their learners. One approach to inclusive learning is having additional help i.e. a teaching assistant or carer for those learners that require additional support. This will enable the learner to undertake the same work as the rest of the class, which will result in the learner feeling included. The main area to focus on is differentiation, as a teacher you should correctly identify the various different levels and needs of learners then plan accordingly.
2.2 Analyse how to select resources to meet the needs of learners As a teacher you it is imperative to adapt your resources to the needs of your learners. Adapting your resources will promote inclusion within your session. For example if you have a video that will be played for the class you will have to make sure that you have subtitles for those who have a hear impairment, the class room you may be delivering your session has access for disable students, the visually impaired will have software that reads out what you are delivering. These are just some examples of resources that teachers may use to increase inclusion within the class room.
2.3 Explain how to create assessment opportunities that meet the needs of the learners As teachers an assessment is one of the ways of finding out how well or if any learning has taken place. Undertaking an assessment allows you as a teacher to ascertain if your students have required the knowledge you have been trying to deliver and it also helps the learner to know how well he or she is doing. An assessment is specific towards learner’s achievements and also what they need to improve on. These are some of the assessment methods that can be used by teachers. Tests
Recognition of prior learning...
Bibliography: Gravells, A. 2011 Preparing to teach. Exeter : Learning matters. 4th Edition
Skinner, Bf. 1968 The Technology of Teaching. New York: Appleton. Century and Crofts
Maslow, AH. 1987 Motivation and personality. New York: Pearson Education Ltd
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