During this module you will participate in a range of teaching and learning strategies, for example: Discussions, individual and group tasks, presentations, observation of experienced practitioners; workshop activities, reading and research, blended learning, guest speakers, demonstration of own practice, reflection and self assessment.

This module builds on the knowledge and skills developed in Preparing to Teach in the Lifelong Learning Sector (PTLLS) by considering further, inclusive teaching and learning strategies, the importance of negotiating appropriate learning goals and ways of developing reflective practice. You will consider a range of initial assessment methods for example interviews, icebreakers, diagnostic assessment, profiles and explore ways of negotiating individual goals with learners. You will develop your skills in planning, delivering and evaluating inclusive teaching and learning programmes using feedback from learners and others to inform curriculum development. You will analyse how new and emerging technologies can enhance the learning experience. You will investigate communication methods and skills (for example verbal, written and non-verbal communication and transactional analysis) and their importance in teaching and learning. You will further develop their ability to reflect in order to inform and improve your personal and professional practice.

www.thosewhocan.co.uk
www.lluk.org.uk
Times Education Supplement
Guardian
Blackboard
College Moodle

Armitage, A., Bryant, R., Dunnill, R., Hayes, D., Hudson, A., Kent, J., Lawes, S. and Renwick, M. (2003) Teaching and Learning in Post-Compulsory Education; Buckingham, Open University Press, 2nd edition.
FAWBERT F (ed) (2003) Teaching in Post Compulsory Education, London, Continuum
PETTY, G (2004) Teaching Today (3rd edition), Cheltenham, Stanley Thornes
REECE I WALKER S (2006) Teaching, Training and Learning, Sunderland, Business Education
WALKLIN L (1990) Teaching and Learning in Further and Adult Education, London, Thornes

Learning outcomes will be assessed through a portfolio containing:
1. A professional perception or professional context statement (LO1) (500 words)
2. A plan for a taught session with 500 word commentary and evaluation (LO 2,3,4,5)
3. A report from Mentor/Tutor on an observation of your teaching. (LO1,2,3,4,5)
4. A reflective commentary forming part of your Individual Learning Plan (ILP) reviewing your professional learning from the module (LO1,2,3,4,5) (500 words)

All assessment tasks must be passed.

Minimum Core
Through your Individual Learning Plan, you will provide appropriate evidence of planning to develop your practice in literacy, language, mathematics and information communication technologies. This ILP will form the basis for each of your post module tutorials.

Values and commitments included in this unit:
AS1; AS3; AS4;
BS1; BS2; BS3; BS4; BS5;
CS1; CS2; CS3;
DS1; DS2;
ES1;
FS1; FS4;

Standards included in this unit:
AK1.1; AP1.1; AK3.1; AP3.1; AK4.2; AP4.2
BK1.1; BP1.1; BK1.2; BP1.2; BK2.1; PB2.1; BK2.2; BP2.2; BK2.3; BP2.3; BK2.4; BP2.4; BK2.5; BP2.5; BK2.6; BP2.6; BK3.1; BP3.1; BK3.2; BP3.2; BK3.3; BP3.3;
CK1.1; CP1.1; CK2.1; CP2.1; CK3.1; CP3.1; CK3.2; CP3.2; CK3.3; CP3.3; CK3.4; CP3.4; CK3.5; CP3.5
DK1.1; DP1.1; DK1.2; DP1.2; DK1.3; DP1.3; DK2.1; DK2.2; DP2.1; DP2.2;
EK1.1; EP1.1
FK1.1; FP1.1; FK1.2 FP1.2; FK4.2; FP4.2