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
- Identify and discuss potential barriers to Adult Learning
- Plan for the delivery of individual learning sessions using an appropriate range of inclusive teaching and learning strategies
- Identify & plan individual and group learning needs (Initial assessment and diagnostics)
- Demonstrate evidence of a knowledge and understanding of the appropriate communications techniques and interpersonal skills for facilitating coaching and support
- Ensure access to coaching opportunities and professional support
- Evaluate learners' achievement using suitable data gathering tools.
- 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)
- Select and critically apply a range of relevant primary and secondary sources including practitioner, theoretical and research-based evidence to support learner needs.
- Demonstrate an awareness of Specific Learning Difficulties (SpLD) and the support available to SpLD learners
- 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.
- Demonstrate evidence of a knowledge and understanding of equal opportunities and diversity in the context of post-compulsory education and training
- Provide ongoing personal support to learners
Syllabus
Learning and Teaching
Teaching and learning methods
| Type | Hours |
|---|---|
| Independent Study | 120 |
| Teaching | 30 |
| Total study time | 150 |
Resources & Reading list
Textbooks
Sutton, B (2014). Teaching and Learning On-Line: Pedagogies for New Technology. New York: Routledge.
Earwaker, J (1992). Helping and Supporting Students: Rethinking the issues. Buckingham: SRHE & Open University.
NIACE (2007). Safer Practice, Safer Learning - A whole-organisation approach to safeguarding vulnerable adults for the learning and skills sector..
Daloz, L (2012). Mentor: Guiding the Journey of Adult Learners. San Francisco: Jossey-Bass.
Egan, G (1993). The Skilled Helper. London: Brooks/Cole.
Carter, T (2012). In hope of transformation: Teaching and practice through relational practice in the Adult Learning Classroom. Information Age Publishing.
Henry, B (2011). Coaching, Mentoring and Supervision for Work Place Learning. Springer Science & Business Media.
Benson, P (2011). Beyond the Language Classroom. Pallgrave: Macmillan.
Brockbank, A (2013). Facilitating Reflective Learning: Coaching, Mentoring & Supervision. Philadelphia: Kogan Page.
Aubrey, K & Riley, A (2017). Understanding & Using Educational Theories. London: Sage.
Knowles, M et al (2011). The Adult Learner: The definitive classic of adult education and human resource development. Butterworth, Heinnman.
Rogers, J (2009). Coaching Skills: A Handbook. Maidenhead: Open University Press.
Duckworth, A (2017). The Power of Passion & Perseverance. London: Vermillian.
Hendrick, A & Macpherson, R (2017). What does this look like in the classroom. Woodbridge: John Catt.
Moore, A (2012). Teaching and Learning: Pedagogy, Curriculum and Culture. London: Routledge.
Lesgold, A (2012). Improving Adult Literacy Instruction: Supporting, Learning & Motivation. National Academies Press.
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 |
|---|---|
| A Learner Case Study & Commentary | 40% |
| Assignment | 60% |
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 |
|---|---|
| A Learner Case Study & Commentary | 40% |
| Assignment | 60% |
Repeat Information
Repeat type: Internal & External