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Essential Skills

Essential Skills. Cardinal Newman College Preston. Promoting Active and Participative learning for SLDD Learners with ILT. To enhance teaching and learning To promote learners’ and teachers’ skills by integrating ILT in curriculum that is not traditionally associated with ILT

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Essential Skills

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  1. Essential Skills Cardinal Newman College Preston

  2. Promoting Active and Participative learning for SLDD Learners with ILT • To enhance teaching and learning • To promote learners’ and teachers’ skills by integrating ILT in curriculum that is not traditionally associated with ILT • To provide equality of opportunity for learners • Disseminate good practice across college and between colleges • To provide student activities on line

  3. Benefits for learners • Learners will have appropriate resources to enhance curriculum delivery and skills related to the use of interactive materials that enhance learning and develop skills.

  4. Benefits for staff • To increase the use of ILT within teaching and provide the impetus for the enhancement of good practice within the classroom

  5. Learning Strategies for Students: Learning Disability • Encouraging, supportive classroom • Student made to feel a valued member of class • Recognise efforts, improvement and task completion • Opportunities for positive self-expression, beginning first in a small group setting

  6. Learning Strategies for Students: Learning Disability • Have a buddy system • Allow each learner to work at own pace • Encourage alternate forms of presentation, e.g. spoken instead of written • Encourage risk-taking (Its OK to make mistakes • Encourage students to set own goals for completion of work • Use lots of visuals and lots of hands-on activities

  7. Teaching Strategies • Incidental teaching-encourage learning from opportunities arising in classroom • Analysing an incident and explain alternatives e.g. if that didn’t work what could? • Coaching emotional response-explain and handle emotions • Peer tutoring • Collaborative teaching-cooperative learning and problem solving

  8. What Scheme of WORK? • Individual learning celebrated • Learners direct pace of own learning • Learners owning own progression and achievement • Clear understanding of end product • Learners empowered to bring ideas to lesson • Formative assessment used actively

  9. End Result • All learners participated regardless of ability • All learners achieved interaction with computer • All learners had a part to play • Differentiation in action

  10. End Result Students own pages What we learnt

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