5.2 Identify their own strengths and areas for improvement in relation to inclusive practice.
Models of reflection (e.g. Schön, Gibbs, Brookfield, Johns, Atkins and Murphy), self-reflective practice, models of evaluation (e.g. Kirkpatrick), self-awareness, learner evaluation (qualitative information), ability to change, programme evaluation (qualitative and quantitative information), identifying assessment outcomes as basis for improvement/target setting, recognising impact of discriminatory practice.
5.3 Plan opportunities to improve their own skills in inclusive practice.
Action planning, setting SMART targets (specific, measurable, achievable, realistic, timely), strengths and limitations of own skills and knowledge (e.g. experience, qualifications, currency of skills and knowledge), identifying opportunities for CPD, visits to and liaison with other agencies and learning professionals, current research relating to inclusive practice.
Assessment requirements This is a knowledge-based unit and does not require learners to undertake assessment of practice in a teaching environment. It is recommended that learners have the opportunity to access teaching and learning environments, either with groups of students or with individual students to facilitate research enabling principles and theories to draw on workplace experience making theory more relevant to specific subject areas. There is a need for learners to show evidence of extended research from referenced sources.
Delivery and Assessment Guidance The knowledge in this may be delivered by lectures and/or E-learning through a Learning Management System (LMS) with online support features. All assessment competences will be assessed using methods appropriate for the assessment of knowledge and understanding, and It is a requirement for learners to be able to analyse and London School of International Business | www.LSIB.co.uk
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