Skills for Life Improvement Programme - SfLIP - Excellence Gateway

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Skills for Life Improvement Programme res no. style title TN2 Trainer Notes Using Embedded Learning Materials What is ‘Embedded Learning’ Show PP4 and PP5 to remind participants of the definition of embedding and that: • vocational skills and knowledge refers to the primary learning aims of the learner that usually lead to a qualification • there is an Adult Core Curricula for LLN (hold up Core Curricula) • embedded teaching and learning is where the relevant LLN skills are taught through the vocational context. Fire Extinguishers Explain that they are going to start with a generic Health and Safety activity. Ask them to quickly skim through the Health and Safety file on their tables and find any useful pages about fire extinguishers, jot down the page references and attach a sticky note on the top of the relevant pages, so they can find it again easily. NB to trainer: how you handle this depends on how many files you have available. Participants can work in groups taking turns or a volunteer do activity and tell others. Check they have found the activities on the Teachers’ Notes on pages 39-40. Structure and Content of the Embedded Learning Materials Use PP6 to explain the features of the Embedded Learning Materials. Explain that the LLN skills are mapped to the adult core curricula but do not set out to teach the whole LLN curricula, only those parts relevant to the vocational/subject content. Tell participants that there are two sets of materials in each file: • one in colour • one in black and white for better photocopying. The CD-ROM attached to the inside front cover (and also via Embedded Learning website) offers the pages in pdf format, but also in Word so that it is possible to: • adapt the layout to spread it over two or more pages • change text detail, pictures or examples • insert your own example, text or activity. 14 of 49
Skills for Life Improvement Programme Explain that they can find relevant sections in their Embedded Files as you explain (if files are available) and that full details of where to obtain copies are on HO10. Show PP7 to explain what is in the Teacher Notes. Mention that the differentiation sections include notes on dyslexia and language support for those who need it. Refer to Access for All. Use PP8 to explain the structure of the Learner Pages and that: • the Focus pages are intended as a summary of what the learners have been taught, for the learners to take away and review as required • the task pages ask learners to do activities. Remind participants that the embedded materials reflect the reality of the workplace and everyday settings, using realistic scenarios and documentation. Show PP9 Embedded Learning Portal and tell participants that all the Embedded Materials are available on-line on the Embedded Learning Portal. Explain there are interactive LLN activities at Milestones 7, 8; E1, 2, 3, L1, L2 and links to other sites. HO2 If possible, go to the Embedded Learning Portal and demonstrate using HO2. NB to trainer: if you can’t access Embedded Portal on-line, explain using PP 10-13. If you can access the Embedded Learning Portal, do not use PP 10-13. Teaching about fire extinguishers Show PP14 to briefly remind the participants about Bloom’s Taxonomy. NB to trainer: if appropriate, refer to 5a Promoting active learning in embedded LLN. Ask them to read the three Learning Objectives on HO3 Fire extinguishers and decide which objectives are lower order and which are higher order skills. Elicit that: • Objective 1 requires lower order skills of knowledge and comprehension • Objective 2 requires the additional skill of application • Objective 3 requires the additional higher order skills of analysis and synthesis. Distribute the Fire Extinguisher Resources, one pack per table. Explain the resources are from the Health and Safety file or the Standards Unit and are provided as exemplary materials for teaching a range of objectives on this topic. Organise the participants into trios, giving each trio one of the objectives to plan for. Tell them they have 15 minutes to identify suitable teaching activities and resources. Ask them to record the activities they plan and the resources needed on HO3. Circulate encouraging discussion. Remind them about the power of active learning. 15 of 49
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Skills for Life Improvement Programme - SfLIP - Excellence Gateway

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