Module overview
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Respond to complex coaching and support issues presented by students that require referral and liaison with other agencies
- Plan 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.
- Evaluate learners' achievement using suitable data gathering tools.
- Identify and discuss potential barriers to Adult Learning
- In the context of supporting learners: - Analyse the impact of your own professional values and judgements on how you deal with your learners through a case study.
- 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)
- Provide ongoing personal support to learners
- Demonstrate an awareness of Specific Learning Difficulties (SpLD) and the support available to SpLD learners
- Demonstrate evidence of a knowledge and understanding of the appropriate communications techniques and interpersonal skills for facilitating coaching and support
- 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
Syllabus
Learning and Teaching
Teaching and learning methods
| Type | Hours |
|---|---|
| Teaching | 30 |
| Independent Study | 120 |
| Total study time | 150 |
Resources & Reading list
Textbooks
Knowles, M et al (2011). The Adult Learner: The definitive classic of adult education and human resource development. Butterworth, Heinnman.
Earwaker, J (1992). Helping and Supporting Students: Rethinking the issues. Buckingham: SRHE & Open University.
Carter, T (2012). In hope of transformation: Teaching and practice through relational practice in the Adult Learning Classroom. Information Age Publishing.
Daloz, L (2012). Mentor: Guiding the Journey of Adult Learners. San Francisco: Jossey-Bass.
Brockbank, A (2013). Facilitating Reflective Learning: Coaching, Mentoring & Supervision. Philadelphia: Kogan Page.
Lesgold, A (2012). Improving Adult Literacy Instruction: Supporting, Learning & Motivation. National Academies Press.
Hendrick, A & Macpherson, R (2017). What does this look like in the classroom. Woodbridge: John Catt.
Duckworth, A (2017). The Power of Passion & Perseverance. London: Vermillian.
Moore, A (2012). Teaching and Learning: Pedagogy, Curriculum and Culture. London: Routledge.
NIACE (2007). Safer Practice, Safer Learning - A whole-organisation approach to safeguarding vulnerable adults for the learning and skills sector..
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.
Rogers, J (2009). Coaching Skills: A Handbook. Maidenhead: Open University Press.
Henry, B (2011). Coaching, Mentoring and Supervision for Work Place Learning. Springer Science & Business Media.
Egan, G (1993). The Skilled Helper. London: Brooks/Cole.
Benson, P (2011). Beyond the Language Classroom. Pallgrave: Macmillan.
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 |
|---|---|
| Assignment | 60% |
| A Learner Case Study & Commentary | 40% |
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