Module overview
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Planning for the delivery of individual learning sessions using an appropriate range of inclusive teaching and learning strategies
- Select and critically apply a range of relevant primary and secondary sources including practitioner, theoretical and research-based evidence to support learner needs.
- Demonstrate evidence of a knowledge and understanding of the appropriate communications techniques and interpersonal skills for facilitating coaching and support.
- Identify and discuss potential barriers to Adult Learning
- Provide ongoing personal support to learners
- Demonstrate evidence of a knowledge and understanding of equal opportunities and diversity in the context of post-compulsory education and training.
- Ensure access to coaching opportunities and professional support.
- Respond to complex coaching and support issues presented by students that require referral and liaison with other agencies
- Evaluate your own professional practice with regard to individual and group learning sessions (using feedback from peers and others and with reference to minimum core)
- Identify & plan individual and group learning needs (Initial assessment and diagnostics)
- Demonstrate an awareness of Specific Learning Difficulties (SpLD) and the support available to SpLD learners
- Evaluate learners' achievement using suitable data gathering tools.
- Demonstrate evidence of a knowledge and understanding of the appropriate communications techniques and interpersonal skills for facilitating coaching and support.
Syllabus
Learning and Teaching
Teaching and learning methods
| Type | Hours |
|---|---|
| Independent Study | 120 |
| Teaching | 30 |
| Total study time | 150 |
Resources & Reading list
Textbooks
Earwaker, J. (1992). Helping and Supporting Students: rethinking the issues. Buckingham: SRHE & Open University.
Brockbank, A (2013). Facilitating Reflective Learning: Coaching, Mentoring & Supervision. Philadelphia: Kogan Page.
Knowles, M. et al. (2011). The Adult Learner :the definitive classic of adult education and human resource development. Butterworth: Heinnman.
Egan, G. (1993). The Skilled Helper. London: Brooks/Cole.
Lesgold, A. (2012). Improving Adult Literacy Instruction : Supporting, Learning & Motivation. National Academies Press.
Benson, P. (2011). Beyond the Language Classroom. Pallgrave,: Macmillan.
Rogers, J. (2009). Coaching Skills : A Handbook. Maidenhead: Open University Press.
Sutton, B (2014). Teaching and Learning On-Line: Pedagogies for New Technology. New York: Routledge.
Aubrey, K & Riley, A (2017). Understanding & Using Educational Theories. London: Sage.
Duckworth, A (2017). The Power of Passion & Perseverance. London: Vermillian.
Hendrick, C & Macpherson, R (2017). What does this look like in the classroom?. Woodbridge: John Catt.
NIACE (2007). Safer Practice, Safer Learning - A whole-organisation approach to safeguardingvulnerable adults for the learning and skills sector.
Moore, A (2012). Teaching and Learning : Pedagogy, Curriculum and Culture. London: Routledge.
Henry, B (2011). Coaching, Mentoring and Supervision for Work place Learning. Springer Science & Business Media.
Daloz, L (2012). Mentor : Guiding the journey of adult learners. San Fransisco: Jossey-Bass.
Carter, T. (2012). In hope of transformation : teaching and practice through relational practice in the Adult Learning Classroom. Information Age Publishing.
Assessment
Assessment strategy
Summative assessment. Module must be passed for successful completion of the programmeFormative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Presentation & Peer Discussion
- Assessment Type: Formative
- Feedback: Oral Feedback on in class/peer feedback
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| A Learner Case Study & Commentary | 40% |
| Assignment | 60% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Assignment | 60% |
| A Learner Case Study & Commentary | 40% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
| Method | Percentage contribution |
|---|---|
| Assignment | 60% |
| A Learner Case Study & Commentary | 40% |
Repeat Information
Repeat type: Internal & External