Week 16: TLA Strategies


Our Learning Outcomes for tonight’s session were:

1) Devise and justify appropriate Teaching, Learning and Assessment strategies for inclusive learning.
2) Recommend ways to support learner development.

I should start to include these with every reflective diary entry, yet sometimes I forget to write the LO’s down. These were expanded upon, in which only after a few minutes we achieved a couple, simply by discussing and recapping on the GROW model, which was delivered to us at last weeks session by the guest speaker. The recap session continued, where we deconstructed the GROW model and made further suggestions to support each heading; a keyword that was emphasised was ‘WILL’; this is so the learner is aware that they will do/undertake the suggested target/pathway. SMART Targets were also examined, where a common practice of creating bite-sized targets was discussed; this is ideal as what could be holding a learner back is unachievable targets. It may be that the Smart Target is achievable, yet it is too high at this moment, where incremental steps need to be taken to develop the learner to achieve. A Smart Target would be to analyse the overall learning objects and forumate smaller component that feed into it.

The crux of the session was to suggest, examine and suggest Inclusive Learning Strategies to support learner development. We were split into small groups/pairings, where we were then assigned some faux learner demographics for us to analyses and forumate some personalised strategies to cater for each specific needs. Once this was completed, we then presented our findings to the class where we could share and develop our ideas. From this we formed a toolkit list of possible strategies to help us develop our individual learner profiles.

The Strategies:
• Pairing a learner up with a ‘Study Buddy’
• Assign the learner a responsibility/role within the group
• Create a webinar/recording of the lesson
• Arrange for a diagnostic assessment
• Arrange for reasonable adjustment
• Ask questions to find out more
• Explore possible patterns that may be affecting behaviour
• Sufficiently challenging both high and low
• Setting clear, mutually agreeable boundaries

All of this directly feeds into UET3 & UET4, however as part of holistic approach to TLA, you can easily see how devising and developing strategies is of great benefit towards all units.

• Research your organisations safeguarding policy

• Devise a range of questions for next week’s guest speaker – Student Services
• Bring in an example of challenging behaviour you have experienced in your own practice for ‘Behaviour Management Surgery’
• Continue with group profiles
• Research into Belbin’s Team Roles

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