Skills for Life Improvement Programme - SfLIP - Excellence Gateway

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Skills for Life Improvement Programme res no. style title HO3 Handout Fire extinguishers Topic Fire Extinguishers Learning Objective By the end of the session learners will be able to … • List 4 types of fire extinguishers Teaching and Learning CC Ref. Resources including use of websites etc Course notes/book, whiteboard markers, paper, pencils, copies of HASWA • Select the fire extinguisher most appropriate for a given type of fire • Explain why a particular fire extinguisher is appropriate in a given scenario 28 of 49
Skills for Life Improvement Programme res no. style title TN3 Trainer Notes Adapting Resources Show participants PP15 to remind them that LLN skills levels match vocational levels. Ask if they know their learners’ assessed literacy and numeracy levels. Ask if they use this knowledge of their learners’ skills levels when planning sessions. Refer to CPD chart and point out Module 4a - Assessing learners’ needs/strengths and target-setting. Why do we need to adapt resources NB to trainer: it might be valuable to use participants’ own resources relating to their vocational area in this activity. If you do, be sensitive to participants’ feelings and use more than one resource as exemplars. Follow instructions as given for HO4 Hazards. Ask the participants to skim read HO4 Hazard signs and symbols that has been taken from the Trowel Occupations Embedded Learning Materials pages 33-34. Give them five minutes to work in their groups, to list on a flipchart or whiteboard the barriers there might typically be for their learners in reading, understanding and memorising the kind of information on this handout. Ask volunteers to share in the whole group, taking an idea from each table in turn. Elicit these types of barriers: • The dense nature of the information – may be too much on one page • Reading and understanding the facts may be too hard because: o there are long words to decode e.g. contaminated o some words/phrases may not be known to them e.g. static discharge • Some read very slowly because they don’t know how to scan information • Some may have poor memorising strategies • Some may get bored and switch off. Adapting resources Prepare 4 sheets of flipchart paper with headings 1-4 as below. Show PP16 and ask participants to work in pairs to suggest ways they could teach the hazard signs and symbols shown on HO4 (or their own resource) to make learning more successful for these four learners:
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Skills for Life Improvement Programme - SfLIP - Excellence Gateway

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