Embedding English, Maths & ICT

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Embedding English, Maths & ICT by Mind Map: Embedding English, Maths & ICT

1. Lucy Molloy

1.1. English

1.1.1. Q & A

1.2. Maths

1.2.1. Measuring doses during medication practical

1.3. Ict

1.3.1. E Learning

2. Adam

2.1. English

2.1.1. Diognostic

2.1.1.1. Marking resource work

2.1.1.1.1. Coaching one to one

2.2. Maths

2.2.1. Diognostic

2.2.1.1. Marking resource work

2.2.1.1.1. Coaching one to one

2.3. ICT

2.3.1. Online assessments

2.3.1.1. ECDL enrolment

2.3.1.1.1. Use online resources i.e learn my way

3. Lucy

3.1. English

3.1.1. Initial and Diagnostic

3.2. Maths

3.2.1. Initial and Diagnostic

3.3. ICT

3.3.1. In house training on how to use our software

4. Graeme

4.1. English

4.1.1. Multiple choice quiz (Fill in the blanks)

4.1.1.1. This is a used to visualise key words and phrases needed to complete the sentence and embeds terminology required to undertake the task

4.1.1.1.1. Another way to do this would be to use online learning sites, email links to the learners prior to the course and request the learner view these. This would embed ICT skills and by asking the learner to feedback via email or social media would also embed English skills. English language and use of terminology is vital when dealing with the rural community. it is essential for building confidence and trust.

4.2. Maths

4.2.1. Sedation levels (Yorkshire scale)

4.2.1.1. Used to visualise levels of sedation. A scale of 1-10 is used so when discussions with a vet take place in the field, groups of different backgrounds (vets and firefighters) understand what is required without having to learn all the veterinary terminology and calculations of drugs

4.2.1.1.1. A simple online maths tool could be used to visualise the ratio of levels of sedation and time embedding the principles of the math behind what is needed for a safer rescue

4.3. ICT

4.3.1. Incident video playback/ powerpoint/ audio-visual

4.3.1.1. Real footage used to demonstrate what can go wrong providing more of an impact on the learner

4.3.1.1.1. I could send the video prior to the session, thus saving time in the classroom, embedding ICT for the learner and allowing for more discussion time and practical work. This would be an excellent way of teaching mature learners. For other learners more conversant with ICT and social media, class content and online e-learning tools could be sent as links via our twitter or facebook sites

5. Sarah

5.1. English

5.1.1. Assignments

5.2. Maths

5.2.1. Use currency conversions

5.3. ICT

5.3.1. Kahoot

6. Phill

6.1. English

6.1.1. Understanding terminology

6.1.1.1. On the construction practical days, using workbooks with questions and diagrams to aid the learner to understand the terms used and using written answer to assess their written skills.

6.1.1.1.1. This is important for the learners as in the big wide world they are going to be faced with reading instructions and following diagrams, to be able to use the correct tools to complete the task.

6.1.1.1.2. The barrier to this is the learners level of education and their ideas of learning for school.

6.1.1.2. During the first 2 days on the BSC course It is mainly about delivering the material.

6.1.1.2.1. I am involved in teaching the first aid module, I use a combination of practical games and oral questioning,

6.1.1.2.2. The barrier to this is it is mainly power point based with little tasks in between both written and game based.

6.1.1.3. To embed the maths we use a marking out scheme were the learner has to work out the distances for the wall using brick and mortar measurements and then mark out the wall on the floor.

6.1.1.3.1. It is important to have these skills as much of construction will involve working out quantities and volumes.

6.2. Maths

6.2.1. working out length of a wall and mortar for marking out

6.3. ICT

6.3.1. online Question and answer practice tests

6.3.1.1. The learners use laptops to access the program of multiply choice questions an scenario based questions.

6.3.1.1.1. The learners can go through the program as much as possible. this is also available on line as an app which I could send a link to.

6.3.1.2. The barrier to this is the reliability of the technology and the learners ability to use it effectively.

6.4. Generally these are all important as Employers are looking for these skills for employability.

7. James

7.1. English

7.1.1. Write up key words

7.2. Maths

7.2.1. Calculations and conversions eg. field areas compression ratios

7.3. ICT

7.3.1. Use of student mobiles for research