Understanding Inclusive Learning
Paul Baker
Unit 2 T/503/1233
1.1
The area that I will be teaching is first-aid; this subject requires a degree of various methods to ensure effective teaching is delivered. The teaching should be fully inclusive as this subject requires a uniformed standard to be achieved to gain a pass mark, and the teacher should ensure that all students receive maximum input to achieve this. First the environment should be set up so that there is plenty of room for practical demonstration from the teacher and then practice by the students. An ice-breaker could be used to create a relaxed atmosphere and encourage rapport and respect amongst the group; this would help ease any possible embarrassment or apprehensions individual members of the group may have about practicing skills in front of everybody else.
An initial assessment of the group can take place to get a degree of the range of knowledge in the group by doing a short question and answer session or by asking the group what experience they have in first-aid As the majority of the learning outcomes in this area are based around physical actions and observation then it follows that most of the methods employed would reflect this. When teaching CPR for example there has to be a degree of a lecture element involved to get the initial input across, this would include visual aids such as PowerPoint and video clips of the subject being put into practice. The students get the initial input from the lecture, which is kept short to ensure they don’t lose concentration. It is during this lecture that the learning outcomes are stated, what form the assessment will take and what standard is required to pass. Then practical demonstration by the teacher gives the students another opportunity to take in information, then the group is divided into smaller groups where they can practice the skills they have learnt to build confidence. The teacher then can move amongst the groups offering encouragement, positive
Unit 2 T/503/1233
1.1
The area that I will be teaching is first-aid; this subject requires a degree of various methods to ensure effective teaching is delivered. The teaching should be fully inclusive as this subject requires a uniformed standard to be achieved to gain a pass mark, and the teacher should ensure that all students receive maximum input to achieve this. First the environment should be set up so that there is plenty of room for practical demonstration from the teacher and then practice by the students. An ice-breaker could be used to create a relaxed atmosphere and encourage rapport and respect amongst the group; this would help ease any possible embarrassment or apprehensions individual members of the group may have about practicing skills in front of everybody else.
An initial assessment of the group can take place to get a degree of the range of knowledge in the group by doing a short question and answer session or by asking the group what experience they have in first-aid As the majority of the learning outcomes in this area are based around physical actions and observation then it follows that most of the methods employed would reflect this. When teaching CPR for example there has to be a degree of a lecture element involved to get the initial input across, this would include visual aids such as PowerPoint and video clips of the subject being put into practice. The students get the initial input from the lecture, which is kept short to ensure they don’t lose concentration. It is during this lecture that the learning outcomes are stated, what form the assessment will take and what standard is required to pass. Then practical demonstration by the teacher gives the students another opportunity to take in information, then the group is divided into smaller groups where they can practice the skills they have learnt to build confidence. The teacher then can move amongst the groups offering encouragement, positive