Course: Level 3 Award in Education and Training, Chartered Institute of Environmental Health
Subject Specialism: Health and Safety - Risk Assessment
a) Describe the features of inclusive teaching and learning; give two examples in your own subject specialism.
This assignment is based on my subject specialism of ‘Health and Safety’ specifically teaching in the area of Risk Assessment. By the end of the sessions learners should be able to achieve two learning outcomes (LO): LO1 – Learners should be able to identify potential risks, LO2 – Learners should be able to quantify risk.
Principals for inclusive teaching are based on two main principals:
to ensure that all learners are able to participate, ensuring all learners feel included. to remove barriers which allows full participation for all learners.
In my subject specialism I will use an ice breaker to identify people’s prior knowledge of the subject. I plan to split the class into Buzz Groups; pairing leaner’s based on their knowledge to ensure learners were at the same level. This ensured leaner’s could work at their own level, more experienced learners would still be engaged and less experienced learners would still be able contribute.
I will employed group discussion to engage all the learners so everyone can contribute and target questions to anyone who does not contribute freely.
b) Review the effectiveness of teaching and learning approaches, resources and assessment methods and how these meet the needs of your learners.
Lectures involve the passing on of information either verbally or by the use of white board, projector etc. Lectures are good for teaching large groups of learners but learners lose interest easily and as a result are less engaged.
Questioning is a good method of assessing learners knowledge. Responses can be used to identify individual needs or can be used to check learning and understanding.
Buzz Groups can increase participation as more than one learner can be speaking at one time, It also helps learners share their experience, knowledge and work together to generate ideas.
Mind Maps can also be a good teacher approach and can be used in conjunction with buzz groups. These are effective strategies which allow learners to group key points or ideas in some order around a key idea or word.
Flip Charts are used in a variety of teaching settings and provide a quick and easy to use resource. They provide learners with an opportunity to participate where more technical resources may put some people off.
ICT and Power Point are useful resources and can produce a high quality learning experience, especially when displaying pictures or graphs and can help learners visualize information. The down side is that they give little opportunity for learner participation.
Observation is a good way of assessing learners during teaching sessions; it is primarily used as a formative assessment of learner’s knowledge and understanding. It provides the teacher with an opportunity to give feedback to learners and highlight areas for improvement. As part of my teaching I will select this method when the group is engaged in the buzz group session which will allow me to give constructive feedback to individual learners.
Summative assessment can cover a large number of leaning outcomes and enables the learners to apply learning into practice. I do not plan to use this method in my session but could use this in the future and ask learners to produce a completed risk assessment that assess the defined learning outcomes.
c) Explain how you provide opportunities for learners to practice their English, Mathematics and ITC skills
This assignment is based on my subject specialism of ‘Health and Safety’ specifically teaching in the area of Risk Assessment. By the end of the sessions learners should be able to achieve two learning outcomes (LO): LO1 – Learners should be able