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Understanding Inclusive Learning and Teaching in Lifelong Learning Essay

This unit is about: •identifying how to meet learner needs •identifying ways to offer effective support for learning •recognising learner entitlement in the learning process •enhancing learners’ access to and participation in programmes of learning •motivating learners and fostering an enjoyment of learning •identifying and implementing the appropriate methods and strategies for teaching and supporting learning and learning objectives •developing effective communication and interaction skills •designing a teaching and learning session choosing or designing appropriate resources to support learning •understanding assessment theory and its application, forms and methods of assessing learning •developing understanding how assessment decisions can be recorded and how assessment information may be used •creating the opportunity to practice self-reflection and evaluation Examples of teaching and learning strategies The following teaching methods and learning strategies are appropriate to the delivery and development of the knowledge, understanding and skills covered in this unit.

A variety of these should be used to provide a model of good practice to the student-teacher. This list is not exhaustive: •small group discussion (utilising student-teacher experience as a resource) •workshop activities •micro-teaching session •lecture •question and answer •resource-based learning •role play •discussion OCR Level 3 Award in Preparing to Teach in the Lifelong Learning Sector Version 3. •lecture and exposition •directed study and research •debate •practical activities •ILT practical sessions •Attendance at meetings •Membership of relevant professional bodies • Debate •Professional discussion Please note: Additional resources to aid with the delivery and assessment of this unit are available on the OCR website Guidance on delivery for Centres:

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For many candidates this will be first opportunity to explore the skills and knowledge required to successfully teach in the lifelong learning sector. Centres will need to be able to provide the opportunity for the student teacher to engage in planning and delivering teaching . Delivery may take the form of: •provision of individual learning plans, provision of guidance on the qualification and progression routes to further development, •provision of opportunities for learning, eg discussion fora, •Provision of ongoing mentoring to the student teacher, including review and feedback on learning experiences and development of competence, •Observation of peer-to-peer discussions of groups of student teachers or of students teachers and qualified teachers, •Observation of teaching practice, •Professional discussion with the assessor will develop and test the knowledge requirements, where these are not already met through the activities described above.

Guidance on Assessment for Centres: Within the context of this unit, the candidate must be able to demonstrate skills and knowledge at level 3. The ability to recognise and develop thinking across these criteria is to be encouraged. This means that while a candidate should aim to produce concise written evidence and clarity of thought, this will need to be of sufficient depth and breadth to meet the level 3 standard. There is an expectation that the written work will be presented at the appropriate level. Teaching practice requirements OCR Level 3 Award in Preparing to Teach in the Lifelong Learning SectorVersion 3. There is no requirement to undertake teaching practice other than as micro teaching for assessment purposes. Observed and assessed practice •Candidates should be involved in at least one hour of microteaching. Each candidate must deliver at least one 15 minute microteaching session which should be observed and assessed by a member of the delivery team. For the additional 45 minutes, candidates can either deliver additional microteaching sessions or observe the microteaching sessions of other candidates. Observed and assessed practice can be within an appropriate teaching practice location. For each of the observed sessions the student teach must produce a self-evaluation detailing how their experience/reflection on the session will help to shape future practice. An observation report from the tutor/mentor/manager identifying how performance criteria (Communicate effectively with learners and Facilitate and encourage individual and group learning) have been met should also be submitted for each observed session. Student- teachers must produce an original lesson plan that shows clearly how the lesson plan meets the needs of the learners and the learning aim. Lesson plans should be produced in a format that makes clear the link between learning outcomes, learner activity and assessment strategy. This could be laid out in a grid format, for example: The assessment can include: •professional discussions with the student teacher and their colleagues, •witness statements, •Reviewing documentation, including minutes, reports, and presentations, schemes of work, lesson plans, assessment plans and marking schemes •Video recordings •Observation of practice using a range of teaching and learning methods. Time

Lesson content Learning outcomes Teaching Method Learner activity Assessment Resources 09. 00 Re-cap of previous lesson Learners will be able to identify key points of previous lesson Question and answer Answer (and raise questions) Student- teacher observes learner response Whiteboard The activity which allows the learner to demonstrate the required knowledge /skills How the student- teacher will assess whether the learner can do it What the learner will be able to do OCR Level 3 Award in Preparing to Teach in the Lifelong Learning SectorVersion 3. • • • • Written assignment Case studies Research projects Written review of students progress OCR Level 3 Award in Preparing to Teach in the Lifelong Learning SectorVersion 3. 2 Suggested reading The following list is not intended to be exhaustive, but provides suggested texts which student- teachers may find helpful. It is not compulsory for students to read all publications in the list; they are identified for reference only. Ainley, P. and Bailey, B. (1997) The Business of Learning: Staff and Student Experiences of Further Education in the 1990s.

London: Cassell Altrichter, H. , Posch, P. and Somekh, B. (1993) Teachers Investigate Their Work: An Introduction to the Methods of Action research. London: Routledge Armitage, A. et al (1999) Teaching and Training in Post-Compulsory Education. Buckingham: Open University Press Ball, S. , Maguire, M. and Macrae, S. (2000) Choice, Pathways and Transitions Post-16. London: Routledge Falmer Brown, S. and Race, P. (1994) Assess Your Own Teaching Quality. London: Kogan Page Curzon, L. (1997) Teaching in Further education: an outline of principles and practice. 5th edition.

London: Cassell DfEE (1998) The Learning Age: A renaissance for a New Britain. London: HMSO DfEE (1999) Learning to Succeed: A New Framework for Post-16 Learning. London: HMSO DfES (2001) Schools – achieving success. London: HMSO Gibbs, G (1992) 53 Interesting Things to Do in Your Lectures (Interesting Ways to Teach) Technical & Educational Services Ltd [4Rev Ed edition] ISBN-10: 094788503X ISBN-13: 978-0947885038 Gibbs, G. (1995) Assessing Student Centred courses. Oxford: The Oxford Centre for Staff and Learning Development Goleman, D. (1996) Emotional Intelligence.

London: Bloomsbury Gravells A (2007) Preparing to Teach in the Lifelong Learning Sector, Learning Matters Gravells A (2006) Delivering Adult Learning – Level 3 Coursebook, Learning Matters Habeshaw S, (1992) 53 Interesting Things to Do in Seminars and Tutorials (Interesting Ways to Teach) Technical & Educational Services Ltd; [4Rev Ed edition] ISBN-10: 0947885080 ISBN-13: 978-0947885083 Jessup, G. (1991) Outcomes: NVQs and the Emerging Model of Education and Training. London: Falmer Maslow, A. (1987) Motivation and Personality. New York: Harper & Row Petty G (2004) Teaching Today (3rd Edition), Nelson Thornes Pring, R. 1995) Closing the Gap: Liberal Education and vocational Preparation. London: Hodder and Stoughton Reece I and Walker S (2003) Teaching, Training and Learning: A practical Guide (5th Edition) Business Education Publishers Ltd OCR Level 3 Award in Preparing to Teach in the Lifelong Learning SectorVersion 3. 2 Rowntree, D. (1987) Assessing Students: How Shall We Know Them? London: Kogan Page Tennant, M. (1997) Psychology and Adult Learning. London: Routledge •Tummins, J (2007)Assessing Learning in the Lifelong Learning Sector (Achieving QTLS) Learning Matters Ltd; 2Rev Ed edition ISBN-10: 1844451003, ISBN-13: 978-1844451005 Unwin, L. nd Wellington, J. (2000) Young People’s Perspectives on Education, Training and Employment. London: Kogan Page Wallace S, (2001) Teaching and Supporting Learning in Further Education: Meeting the FENTO Standards (Further Education) Learning Matters Ltd. ISBN-10: 1903300282 ISBN-13: 978-1903300282 Wallace S, (2005) Teaching and Supporting Learners in Further Education (2nd Edition) Learning Matters Wallace S, (2007) Teaching, Tutoring and Training in the Lifelong Learning Sector (3nd Edition) Learning Matters. ISBN 9780844450909

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