Learner name:

Learner number:

F/503/4944

VRQ

UV40825

Applying theories and principles for planning and enabling inclusive learning and teaching

By signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements have been achieved under specified conditions and that the evidence gathered is authentic.

This statement of unit achievement table must be completed prior to claiming certification.

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Assessor name Assessor signature Assessors initials

Assessor number (optional)

Assessor tracking table

Statement of unit achievement

All assessors using this Record of Assessment book must complete this table. This is required for verification purposes.

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UV40825Applying theories and principles for planning and enabling inclusive learning and teaching

The aim of this unit is to enhance your understanding of the application of theories and principles to inclusive learning. You will cover the expectations of the minimum core in relation to the application of theories and principles for planning and enabling inclusive learning and teaching. You will also be required to evaluate your own practice in relation to these.

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GLH

Credit value

Level

Observation(s)

External paper(s)

30

12

4

2

0

On completion of this unit you will:

Learning outcomes

Evidence requirements

Applying theories and principles for planning and enabling inclusive learning and teaching

1. Be able to apply theories and principles of learning and communication to inclusive learning and teaching

2. Understand the application of theories and principles of learning and communication to inclusive learning and teaching

3. Understand expectations of the minimum core in relation to the application of theories and principles for planning and enabling inclusive learning and teaching

4. Be able to evaluate and improve own application of theories and principles of learning and communication to inclusive learning and teaching

1. Teaching practice You are required to undertake teaching practice in a teaching and learning environment. Practice should be in an appropriate context - either with groups of learners or with individual learners. Any single observation must be a minimum of half an hour.

2. Teaching and learning environment This unit assesses occupational competence. Evidence for this unit must be gathered in a real teaching and learning environment. Simulations, projects or assignments are not allowed for these outcomes.

3. Achieving assessment criteria There must be valid, authentic and sufficient evidence for all assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one assessment criterion.

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4. Observation outcomes Competent performance of ‘Observation’ outcomes must be demonstrated to your assessor on at least two occasions.

5. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the ‘Knowledge’ section of this unit. This evidence may include projects, assignments, case studies, reflective accounts, oral/written questioning and/or other forms of evidence.

6. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes in this unit. All outcomes must be achieved.

7. External paper There is no external paper requirement for this unit.

Achieving observation outcomes Achieving range

Achieving observations and range

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Teaching practice sign off

Teaching practice must be undertaken in a teaching and learning environment to achieve this unit. Practice should be in an appropriate context - either with groups of learners or with individual learners. Any single observation must be a minimum of half an hour. Your assessor will complete the table below when sufficient teaching practice (as deemed appropriate by your assessor) has been completed and documented in your portfolio of evidence.

Date achieved Assessor initials

This unit requires teaching practice to be observed and assessed in a teaching and learning environment. Observations can be formative and summative.

Your assessor will observe your performance of practical tasks. The minimum number of observations required is indicated in the evidence requirements section of this unit.

Criteria may not always naturally occur during a practical observation. In such instances you will be required to produce supplementary evidence or asked questions to demonstrate your competence in this area. Your assessor will document the criteria that have been achieved through oral questioning.

Your assessor will sign off an outcome when all criteria have been competently achieved.

There is no range section that applies to this unit.

4

Outcome 1

Observations

You can:

*May be assessed through oral questioning.

Be able to apply theories and principles of learning and communication to inclusive learning and teaching

a. Apply inclusive learning and teaching strategies and resources taking account of theories and principles of learning and communication

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Observation 1 2 OptionalDate achieved

Criteria questioned orally

Portfolio reference

Assessor initials

Learner signature

Achieving knowledge outcomes

Developing knowledge

You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below:

• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies

Where possible your assessor will integrate knowledge outcomes into practical observations through oral questioning.

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Knowledge

Outcome 1

Be able to apply theories and principles of learning and communication to inclusive learning and teaching

You can: Portfolio reference /Assessor initials*

b. Explain how own selection and use of inclusive learning and teaching strategies and resources relates to theories and principles of learning and communication

*Assessor initials to be inserted if orally questioned.

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Outcome 2

Understand the application of theories and principles of learning and communication to inclusive learning and teaching

You can: Portfolio reference /Assessor initials*

a. Explain the factors that can affect learning and achievement

b. Reflect on ways in which theories and principles of learning and communication can be applied to enable inclusive learning and teaching

*Assessor initials to be inserted if orally questioned.

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Outcome 3

Understand expectations of the minimum core in relation to the application of theories and principles for planning and enabling inclusive learning and teaching

You can: Portfolio reference /Assessor initials*

a. Evaluate ways in which minimum core elements can be demonstrated in applying theories and principles for planning and enabling inclusive learning and teaching

b. Use elements of minimum core in applying theories and principles of planning and enabling inclusive learning and teaching

*Assessor initials to be inserted if orally questioned.

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Outcome 4

Be able to evaluate and improve own application of theories and principles of learning and communication to inclusive learning and teaching

You can: Portfolio reference /Assessor initials*

a. Review how the effectiveness of own application of theories and principles of learning and communication impact on inclusive learning and teaching

b. Identify strengths and areas for improvement in own application of theories and principles of inclusive learning and teaching

c. Engage in professional development opportunities to improve own application of theories and principles of learning and communication to inclusive learning and teaching

*Assessor initials to be inserted if orally questioned.

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Outcome 1: Be able to apply theories and principles of learning and communication to inclusive learning and teaching

Unit content

This section provides guidance on the recommended knowledge and skills required to enable you to achieve each of the learning outcomes in this unit. Your tutor/assessor will ensure you have the opportunity to cover all of the unit content.

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Inclusive learning and teaching strategies and resources taking account of theories and principles of learning and communication: Reflective practice theory, models of reflection (e.g. Gibbs, Schon, Rolfe, Brookfield), learning theory (andragogy, behaviourism, cognitivism, humanism, socially situated learning), motivation theory (e.g. Maslow, Herzberg, McGregor), assessment theory, different types of assessment (e.g. initial, formative, summative), different methods of assessment (e.g. observation, oral questioning, written questions, practical exercises), learning preferences, different teaching and learning methods to accommodate different learners and different abilities or needs (e.g. one to one, paired work, small group teaching, whole group learning), communication theory, written, verbal and non-verbal communication, inclusive language, lesson planning, differentiation, classroom management, applying organisational policies and procedures, demonstrating use of appropriate resources, strengths and limitations of specific resources, representation of cultural differences, avoiding stereotyping, adapting resources to accommodate specific learning difficulties and disabilities.

How own selection and use of inclusive learning and teaching strategies and resources relates to theories and principles of learning and communication: Reflecting on own approaches to delivery, models of reflection

(e.g. Gibbs, Schon, Rolfe, Brookfield), self-reflective practice, rationale writing linking theory to practice.

Outcome 2: Understand the application of theories and principles of learning and communication to inclusive learning and teaching

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Explain the factors that can affect learning and achievement: Identifying individual learning needs, institutional, social, cultural and personal barriers to learning.

Reflect on ways in which theories and principles on learning and communication can be applied to enable inclusive learning and teaching: Reflective practice theory, models of reflection (e.g. Gibbs, Schon, Rolfe, Brookfield), learning theory (andragogy, behaviourism, cognitivism, humanism, socially situated learning), motivation

theory (e.g. Maslow, Herzberg, Mcgregor), assessment theory, different types of assessment (e.g. initial, formative, summative), different methods of assessment (e.g. observation, oral questioning, written questions, practical exercises), learning preferences, different teaching and learning methods to accommodate different learners and different abilities or needs (e.g. one to one, paired work, small group teaching, whole group learning), communication theory, written, verbal and non-verbal communication, inclusive language.

Outcome 3: Understand expectations of the minimum core in relation to the application of theories and principles for planning and enabling inclusive learning and teaching

Ways in which minimum core elements can be demonstrated in applying theories and principles for planning and enabling inclusive learning and teaching: Analysis of personal skills in relation to adult core curriculum, different learning and teaching methods to accommodate different learning preferences and different learning abilities and/or needs including one to one, paired work, small group work, whole group teaching, different assessment methods (e.g. observation, oral questioning, written questions, games, assignments), resource selection relating to learners levels and corresponding reading ages, SMOG (McLaughlin formula/polysyllable count), readability of resources, computerised resources, representation of cultural differences, avoiding stereotyping,

adapting resources to accommodate specific learning difficulties and disabilities, evaluation theory (e.g. Kirkpatrick).

Use elements of minimum core in applying theories and principles of planning and enabling inclusive learning and teaching: Lesson planning, Blooms taxonomy of learning (categorisation of objectives, knowledge, comprehension, application, analysis, synthesis, evaluation), differentiated outcomes, embedding language, literacy, numeracy (LLN), adult core curriculum.

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Review how the effectiveness of own application of theories and principles of learning and communication impact on inclusive learning and teaching: Reflect on own approaches to delivery, models of reflection (e.g. Gibbs, Schon, Rolfe, Brookfield), models of evaluation (e.g. Kirkpatrick, 360 degree evaluation), learner evaluation, programme evaluation, use of qualitative and quantitative data, identifying assessment outcomes as a basis for improvement/target setting.

Identify strengths and areas for improvement in own application of theories and principles of inclusive learning and teaching: SWOT analysis (strengths, weaknesses, opportunities, threats), self-reflection, use of feedback from a range of suitable sources, (e.g. learners, peer/tutor observations, managers).

Engage in professional development opportunities to improve own application of theories and principles of learning and communication to inclusive learning and teaching: Action planning, setting SMART targets (specific, measurable, achievable, realistic, timely), strengths and limitations of own skills and knowledge (e.g. experience, qualifications, currency of skills and knowledge), liaison with other agencies and learning professionals, current research relating to inclusive practice.

Outcome 4: Be able to evaluate and improve own application of theories and principles of learning and communication to inclusive learning and teaching

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Notes Use this area for making notes and drawing diagrams