Learning Booklet: Unit Two · 3.0 Assessment Guidance: In order to deliver the five outcomes for Unit Two, you have to meet the assessment criteria for each outcome. Assessment Task

TQ Level 3 Award in Education and Training (QCF): Learning Booklet: Unit Two

1 © TQ First Aid Instructor Training

The TQ Level 3 Award in Education and Training (QCF)

Learning Booklet: Unit Two

‘Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training’ in First Aid

OVERVIEW OF UNIT TWO AND SUPPORT DOCUMENTS

Please read the whole of the Learning Booklet before working through it in detail.

1.0 Welcome to your Learning Booklet for Unit Two of the TQ Level 3 Award in Education and Training (EAT): ‘Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training’ in First Aid. As you know, my name is Steve Waters. I am a qualified teacher, First Aid Instructor and Assessor and I will be your tutor during the course and assess your work.

You should complete Task One in this Unit within two weeks. Task Two, the Micro-Teaching Task, will be completed before and during the 3-day First Aid Instructor Training course, when you have submitted the written tasks for Units One, Two and Three of the EAT and they have been assessed as a ‘Pass’. Your Unit Two EAT Learning Booklet is a guide to the qualification. Please download it and save it to your desktop. Throughout the Learning Booklet, you will be directed to read support documents which will provide you with information and guidance to help you with the writing tasks which you will complete in the Unit Two EAT Learning Workbook. The Unit Two EAT Learning Workbook and support documents are available in the section called ‘Support Documents for Unit Two’ in the FAIT thinkific online learning portal. There is also a slide deck which contains key points related to the tasks in this Learning Booklet. When it is important for you to read a document or view the slide deck you will be given an instruction in blue font, italicised and in bold. For example, an instruction in Unit One looked like this: Read Document 1: Roles, responsibilities and relationships in teaching and training or View the slide deck. You can either view the documents on your desktop or print them off – the choice is yours. I recommend that you also purchase two books: Gravells, A (Revised edition: 2014) The Award in Education and Training London, Sage and The First Aid Manual (2014, 10th ed) St John’s



Ambulance; St Andrew’s First Aid; British Red Cross. Dorling Kindersley. Although the Gravells book is highly recommended by learners, it is not essential.

The First Aid Manual is essential. Both are available on Amazon.

2.0 Assessment Criteria for Unit Two: The criteria used to assess Unit Two and the written tasks you have to submit are detailed in the Table in 2.1 below. If you would like to read the description of the assessment criteria for Unit Two go to http://tinyurl.com/hnhb4vm where you will be able to download the specification (the syllabus) for the EAT qualification. The section of the specification which relates to Unit Two is on Pages 30-35. There are also useful reading and website references for the whole of the specification in several places in the specification. 2.1 Unit Two: Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand inclusive teaching and learning approaches in education and training.

1.1 Describe features of inclusive teaching and learning. 1.2 Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs. 1.3 Explain why it is important to provide opportunities for learners to develop their English, mathematics, ICT and wider skills.

2. Understand ways to create an inclusive teaching and learning environment.

2.1 Explain why it is important to create an inclusive teaching and learning environment. 2.2 Explain why it is important to select teaching and learning approaches, resources and assessment methods to meet individual learner needs. 2.3 Explain ways to engage and motivate learners. 2.4 Summarise ways to establish ground rules with learners.

3. Be able to plan inclusive learning and teaching.

3.1 Devise an inclusive teaching and learning plan. 3.2 Justify own selection of teaching and learning approaches, resources and assessment methods in relation to meeting individual learner needs.

4. Be able to deliver inclusive teaching and learning.

4.1 Use teaching and learning approaches, resources and assessment methods to meet individual learner needs. 4.2 Communicate with learners in ways that meet their individual needs. 4.3 Provide constructive feedback to learners to meet their individual needs.

5. Be able to evaluate the delivery of inclusive teaching and learning.

5.1 Review the effectiveness of own delivery of inclusive teaching and learning. 5.2 Identify areas for improvement in own delivery of inclusive teaching and learning.

3.0 Assessment Guidance: In order to deliver the five outcomes for Unit Two, you have to meet the assessment criteria for each outcome. Assessment Task One (see 3.2 below) is completed by submitting written tasks. Assessment Task Two, Micro-Teaching (see 3.1 below) is assessed during the 3-day First Aid Instructor Training course.



3.1 Micro-Teaching There is a Micro-Teaching requirement for Unit Two. You will be involved in at least one hour of Micro-Teaching. You must deliver at least one 15 minute Micro-Teaching session that is observed and assessed by an Internal Quality Assurer (IQA) who is also a qualified First Aid Instructor. For the remaining 45 minutes, you will either deliver further Micro-Teaching sessions and/or observe other learners delivering Micro-Teaching sessions. You will complete observation records, one for each of the Micro-Teaching sessions you observe.

If you have to deliver further Micro-Teaching or observations to complete the requirements of Unit Two, you will do so during your own delivery of First Aid courses when you have your competency assessed by an IQA. The Micro-Teaching should be planned in advance and a lesson plan submitted to the IQA, together with the First Aid syllabus for the First Aid course you intend to deliver. You will receive information on the First Aid courses which you are able to deliver once qualified on the 3-day First Aid Instructor Training course. At this stage, therefore, your written work for Unit Two is to complete Task One below (Page 3: 3.2). When this task has been assessed as a Pass, you will progress to Unit 3. 3.2 The assessment task which will enable you to deliver the five outcomes and the assessment criteria for Unit Two is as follows: Assessment Task One Case Study – Inclusive learning issues. ‘With reference to First Aid at Work training, compare the strengths and limitations of teaching and learning approaches that are used to meet the individual needs of a group of learners that you know well’ (1.2) Total word limit: 750 words [No more than 250 words therefore for each Task One a), b) and c)]. In order to write successfully about Assessment Task One, you must:

a) Explain what inclusive learning means and why it is important to create inclusive learning and teaching opportunities relevant to First Aid at Work training (2.1). Read the following documents to help you with writing your response to this task:

• Document 1 Unit Two Section 2.1 ‘Guidance for evidencing achievement’. • Document 2 Unit Two ‘Teaching, learning and assessment approaches’. • Document 3 Unit Two ‘Induction, icebreakers and ground rules’. • Document 4 Unit Two: ‘Inclusive teaching and learning’.

Now write your response to this task in your Unit Two EAT Learning Workbook



______________________________________________________________________________

In order to write successfully about Assessment Task One, you must:

b) Explain why it is important to select inclusive learning techniques and resources to create assessment activities to meet individual learners’ needs (2.2). Read the following documents to help you with writing your response to this task:

• Document 1 Unit Two Section 2.2 ‘Guidance for evidencing achievement’. • Document 2 Unit Two ‘Teaching, learning and assessment approaches’. • Document 3 Unit Two ‘Induction, icebreakers and ground rules’. • Document 4 Unit Two: ‘Inclusive teaching and learning’.


______________________________________________________________________________

In order to write successfully about Assessment Task One, you must:

c) Explain how you would engage and motivate learners and explore how you would establish ground rules to promote respect for others within an inclusive learning environment (2.3, 2.4). Read the following documents to help you with writing your response to this task:

• Document 1 Unit Two Section 2.2 ‘Guidance for evidencing achievement’. • Document 2 Unit Two ‘Teaching, learning and assessment approaches’. • Document 3 Unit Two ‘Induction, icebreakers and ground rules’. • Document 4 Unit Two: ‘Inclusive teaching and learning’. • Document 5 Unit Two: ‘Teaching and learning approaches and activities’.


_____________________________________________________________________________

Now, use your responses to Tasks a), b) and c) above to complete Assessment Task One: Case Study in your Unit Two: Learning Workbook



Assessment Task One Case Study – Inclusive learning issues. ‘With reference to First Aid at Work training, compare the strengths and limitations of teaching and learning approaches that are used to meet the individual needs of a group of learners that you know well’ (1.2) Word limit: 750 words [No more than 250 words therefore for each of the areas in Task One a), b) and c)].

______________________________________________________________________________

Assessment Task Two: Micro-Teaching [Assessment Task Two: Micro-Teaching will be completed during the 3-day First Aid Instructor Training course. Documents which you will be required to read to prepare your Micro-Teaching session for the 3-day First Aid Instructor Training Course will be released before the course. If you have had Assessment Task One assessed and passed, you will now move on to Unit 3]. The details of the Micro-Teaching task are given below, at this stage for your information only. Practice file: Planning, Delivering and Evaluating Micro-Teaching. The numbers which follow tasks here, and throughout this booklet, refer to the criteria in the grid on Page 2 of this Learning Booklet. [My guidance notes are in italic inside square brackets] You will build a file containing evidence of the planning and self-evaluation of your Micro-Teaching. It should include: Planning [You will meet this requirement by completing the Session Plan below]

• Identification, with justification of choice, of the inclusive teaching and learning approaches you will use (3.2).

• A session plan, using the standard format, showing how you plan to meet the needs of individual learners and explaining your choice of resources and assessment methods (3.1).

• Identification of opportunities for learners to develop their English, mathematics, ICT and wider skills where applicable (1.3).

Delivering For this activity you need to:



• Deliver at least one 15-minute Micro-Teaching session. You will be assessed against the

criteria 3.1, 3.2, 4.1, 4.3. • NB: The content of your Micro-Teaching session must be about the delivery of practical

First Aid. Experience has shown that the most successful Micro-Teaching sessions are those where the learner has been assessed instructing someone to carry out a First Aid procedure on a casualty.

• Include copies of any printed resources used in your Micro-Teaching [This requirement will be met by completing a lesson plan (below)].

• Include a copy of your tutor’s assessment of your Micro-Teaching. I will submit this for you. • Include copies of peer assessment from other members of the group related to your Micro-

Teaching session. This requirement will be met by completing the observation sheets for Micro-Teaching sessions as described in Evaluating (below).

Evaluating You will be required to produce an observation report for each Micro-Teaching session you observed. You will also include:

• A completed self-evaluation form, reflecting on your own approaches to delivering

inclusive learning and teaching and the feedback provided by your tutor (1.1, 5.1) • Identification of areas for improvement in your own practice in relation to meeting

individual learners’ needs, including a rationale which explains why you have identified those areas (5.2).

• An explanation of why it is important to provide opportunities for learners to develop their English, mathematics, ICT and wider skills (1.3).

Although there is no word limit for this task, you must show evidence that you have met all the assessment criteria for the unit within your practice file. 3.3 This Learning Booklet contains everything you need to complete and submit for the Micro-Teaching, including a section containing the Practice File (Section 13.0 below). Read the slide deck. The slides will take you step-by-step towards completion of Unit Two: 4.0 Slides 2-4: Overview of Unit Two: Case Study, Practice file and Micro-Teaching. 5.0 Slide 5: What is inclusive learning? Create a diagram to answer the question: ‘What is inclusive learning?’ 6.0 Slide 6: Teaching and Learning Styles Read about Teaching and Learning Styles in one of the recommended documents, in the Gravells text or by searching on Google. Apply what you have learnt to aspects of teaching and learning which are relevant to First Aid training. Make notes below on each of the headings to reinforce your understanding.

• Notes on the relevance of VAK

• Which is your preferred learning style?



7.0 Slide 7: Teaching and Learning Theories: a brief overview: Read about Teaching and Learning theories in one of the recommended texts or by searching on Google. Apply what you have learnt to aspects of teaching and learning which are relevant to First Aid training. Make notes below to reinforce your understanding.

• Notes on emotional intelligence and its relevance to First Aid training

• Notes on Maslow’s Hierarchy of Needs and its relevance to First Aid training

• Notes on Bloom’s Taxonomy and its relevance to First Aid Training 8.0 Slides 8-9: The Importance of Inclusive Teaching and Learning and Planning to be Inclusive Notes on your experience of the ‘Be taught it. Do it. Teach it to others’ method’ a) as a learner; b) as a trainer. [Cover your experience both as a learner and as a trainer. If you have no previous experience of First Aid training, choose an area which you know well to illustrate your answer]. 9.0 Slide 10: Inclusive Teaching and Learning Resources Consider this table, comparing passive versus active learning (Taken from Turner, A and Whiting J (2014) Level 3 Award in Education and Training City and Guilds.)

Passive Learner Teacher-Centred

Active Learner Learner-centred

“Learning is something done to me by the teacher.”

“Learning is something I must do to myself”.

Focused on: • Likely negative outcomes • The impossibility of getting it perfect.

Focused on: • The positive • The process • Improvement.

Mindset: Disempowered

Mindset: Empowered

Success or failure depends on factors beyond my control:

• How good the teacher is • The resources

Success or failure depends on me: • I need to check my understanding • I need to find the right resources • I need to find the gaps in my learning



• My intelligence • My talent for the subject.

• I need to take control and responsibility.

So if I don’t learn: • The teacher is at fault • The resources are at fault • I’m stupid and lack ability.

So If I don’t learn: • I need to try harder • Or change my strategy - Try another book - Ask a friend for help - Talk to the teacher.

Either way, I should quit the course. Either way, I am likely to succeed if I take control of my learning.

Approach: defeatist, fatalistic, despairing. Approach: adaptive, responsive, self-believing.

• How would you try to encourage a learner to adopt an active learner-centred mindset?

Slide 11: Classroom management: Relationships 10.0 Slide 12: The Importance of Assessment and Feedback

• What you would say as a First Aid instructor to give verbal formative feedback on a learner’s unsuccessful attempt to use a manikin to demonstrate CPR (Use speech marks):

• What kind of teaching and learning resources are the least effective for you as a learner? Why?

11.0: Assessment Task Two: Practice File: Planning, Delivering and Evaluating Micro-Teaching You will be asked to deliver a 15-minute Micro-Teaching session. The session does not have to be you speaking continuously for 15 minutes and nor does it have to be a presentation, although you could present knowledge and information from First Aid slides. As advised above, the most successful Micro-Teaching sessions have been those where a learner directs another learner to carry out a First Aid procedure e.g. CPR, Choking, Bandaging. You can, therefore, adopt an andragogical style (where adult learners actively learn from one another) as opposed to a pedagogical style, provided that your role is sustained throughout. It would not be appropriate, for example, to ask a learner to deliver for 14 minutes while you contributed for a minute! Make notes in the appropriate sections in your Unit Two EAT Learning Workbook to plan your 15 minute Micro-Teaching session and self-evaluate it immediately afterwards.



Lesson Planning Form: 15-minutes Micro-Teaching: (3.1, 3.2, 4.1, 4.2, 4.3) You do not need to write in full sentences

Name of candidate:

Date:

Session: First Aid topic

Name(s) of learner(s):

Learning objectives (Maximum of 3) 1. 2. 3.

Preparation

Comments (if necessary)

Room layout and environment?

Resources?

Health and Safety?

Inclusivity? Have the learners any learning needs I must address?



Delivery

Introduction (How? What?) Main Content (How? What?) Conclusion (How? What?)

How will I create and maintain rapport with learners?

Reminding the learners of prior learning from the First Aid at Work course: What First Aid knowledge do the learners need to treat the casualty?

VARK: What learning style(s) will I use? Visual? Auditory? Reading/writing? Kinaesthetic?

What activities will I ask the learners to do e.g. discussion; writing; role-play?



Self-evaluation

Reflect on your approach to delivering inclusive learning and teaching (1.1; 5.1) Identification of improvement in your own practice in relation to meeting individual learners’ needs. Include what prompts you to identify this area/these areas? (5.2) Why is it important to provide opportunities for the learners to develop their English, maths, ICT and wider skills? How did I do this in the session? What further opportunities could I have included, if any? (1.3)

Micro-Teaching Lesson Observation Form: Observation 1

You do not need to write in full sentences Name of trainer delivering Micro-Teaching:

Date:

First-Aid topic


Comment on whether the objectives were appropriate. Comment on appropriateness of room layout and environment. Comment on use of resources. Comment on any Health and Safety issues. If no issues, write ‘All Health and Safety Issues addressed’. Comment on how inclusivity needs were addressed. If no needs apparent, write ‘Inclusivity needs not apparent’.

Delivery

Comment on: • whether the session was introduced effectively

• whether the content was clear

• whether the session was ‘rounded off’ effectively?

Comment on the trainer’s rapport with the learners Comment on whether the trainer reminded the learners of prior knowledge of how to treat a casualty from the First Aid at Work course. What prior knowledge was activated?



Comment on what learning styles were used and how they were used Comment on whether the activities the trainer asked the learners to do were appropriate. Explain your comments. Overall evaluation of the Micro-Teaching session



Date:

First-Aid Topic



Delivery


• whether the content was clear

• whether the session was ‘rounded off’ effectively?

Comment on the trainer’s rapport with the learners Comment on whether the trainer reminded the learners of prior knowledge of how to treat a casualty from the First Aid at Work course. What prior knowledge was activated? Comment on what learning styles were used and how they were used Comment on whether the activities the trainer asked the learners to do were appropriate. Explain your comments. Overall evaluation of the Micro-Teaching session





Date:

First Aid Topic



Delivery


• Whether the content was clear

• Whether the session was ‘rounded off’ effectively?

Comment on the trainer’s rapport with the learners Comment on whether the trainer reminded the learners of prior knowledge of how to treat a casualty from the First Aid at Work course. What prior knowledge was activated? Comment on what learning styles were used and how they were used Comment on whether the activities the trainer asked the learners to do were appropriate. Explain your comments. Overall evaluation of the Micro-Teaching session

If you have any questions about this unit or the course, please don’t hesitate to contact me, Steve Waters, on 07504 635 431 or at [email protected].