Diploma in Teaching (Further Education and Skills) / DET Planning, Delivering and Managing Learning Flashcards

24 sample cards from the Planning, Delivering and Managing Learning deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. Why is embedding digital skills increasingly important in FE teaching?

   Digital literacy is essential for employability, study and everyday life; embedding it (using online tools, research, software, e-portfolios, online collaboration) prepares learners for digital workplaces and supports inclusive, technology-enhanced learning.

2. What are inclusive teaching and learning methods?

   Approaches that value diversity and ensure all learners, whatever their background, ability or need, can participate and achieve, e.g. varied activities, accessible resources, multiple representations, group and individual work, and removing barriers.

3. Why should a teacher use a variety of teaching and learning methods?

   Varied methods maintain engagement, address different needs and preferences, reinforce learning through multiple approaches, allow differentiation, and keep sessions inclusive and active rather than relying on one dominant style.

4. List several teaching and learning methods available to an FE teacher.

   Lecture/exposition, demonstration, group/pair work, discussion, question and answer, case studies, role play, practical tasks, problem-based learning, individual study, e-learning, peer teaching, and flipped learning.

5. What is the difference between teacher-centred and learner-centred methods?

   Teacher-centred methods (e.g. lecture, demonstration) place the teacher as the main source of information; learner-centred methods (e.g. discussion, group work, problem-solving) put learners actively in control of constructing their own understanding.

6. What are the two broad categories of communication, and give examples of each?

   Verbal communication (spoken and written words, tone, pace, questioning) and non-verbal communication (body language, facial expression, eye contact, gesture, posture, proximity and visual signals).

7. Why are good questioning skills central to effective teaching?

   Questioning checks understanding, assesses learning, prompts thinking, encourages participation, provides stretch and challenge, and lets the teacher adapt pace and explanation based on learners' responses.

8. What is the difference between open and closed questions?

   Closed questions invite a short, often one-word or yes/no answer and check recall; open questions require fuller, explanatory responses, encouraging deeper thinking, discussion and higher-order reasoning.

9. What does 'active listening' involve for a teacher?

   Fully attending to the speaker, using eye contact and encouraging body language, not interrupting, paraphrasing and reflecting back, asking clarifying questions, and responding appropriately to show understanding.

10. What is the distinction between a resource and learning technology?

    A resource is any material or aid that supports learning (handouts, models, textbooks, equipment); learning technology specifically refers to digital/electronic tools (VLEs, interactive boards, apps, online platforms) used to enhance teaching and learning.

11. What is a VLE and what is it used for?

    A Virtual Learning Environment is an online platform (e.g. Moodle, Google Classroom) used to deliver resources, set and submit assignments, host quizzes and discussions, track progress and support blended/independent learning.

12. What factors should a teacher consider when selecting resources?

    Fitness for purpose and learning outcomes, accessibility and inclusivity, learner level and needs, accuracy and currency, cost and availability, copyright, and whether they promote engagement and equality and diversity.

13. What is meant by 'blended learning'?

    An approach combining face-to-face teaching with online/technology-based learning, blending classroom delivery with e-learning, online resources and independent digital activity to give flexibility and reinforce learning.

14. What is the difference between intrinsic and extrinsic motivation?

    Intrinsic motivation comes from within the learner (interest, enjoyment, sense of achievement); extrinsic motivation comes from external factors (grades, rewards, qualifications, praise, avoiding consequences).

15. According to Maslow's hierarchy of needs, why might a hungry or anxious learner struggle to learn?

    Maslow argued lower-level needs (physiological safety, security, belonging) must be reasonably met before higher needs like esteem and self-actualisation (learning and achievement) can be pursued, so unmet basic needs block engagement.

16. Name strategies a teacher can use to increase learner engagement and motivation.

    Set relevant, achievable challenges; give prompt constructive feedback and praise; vary activities; relate learning to learners' goals and real life; involve learners actively; celebrate success; and build positive relationships.

17. What is a 'positive learning climate' or learning environment?

    A safe, supportive, respectful and inclusive atmosphere—physical and psychological—where learners feel valued, are willing to participate and take risks, and clear expectations and mutual respect promote effective learning.

18. How can ground rules contribute to a positive learning climate?

    Ground rules, ideally negotiated with learners, set agreed standards of behaviour and respect, clarify mutual expectations, create consistency and fairness, and give a shared basis for managing conduct and disagreements.

19. List factors that influence the physical learning environment.

    Room layout and seating, lighting, temperature and ventilation, noise, accessibility, availability and working order of resources/equipment, displays, and safety—all affecting comfort, engagement and inclusion.

20. What is meant by behaviour that disrupts learning?

    Any conduct that interferes with the teaching or learning of the individual or others, ranging from low-level disruption (lateness, talking, phone use, off-task behaviour) to more serious challenging or unsafe behaviour.

21. Outline good practice for managing low-level disruptive behaviour.

    Address it early and calmly; use non-verbal cues and proximity; refocus on tasks; apply agreed ground rules consistently and fairly; be assertive not aggressive; tackle the behaviour not the person; and praise positive behaviour.

22. Why should a teacher try to identify the underlying causes of disruptive behaviour?

    Behaviour often signals an unmet need—boredom, work too hard/easy, personal problems, lack of confidence or unclear expectations. Addressing the cause is more effective and lasting than only reacting to the symptom.

23. What are group dynamics, and why should a teacher understand them?

    Group dynamics are the patterns of interaction, relationships, roles and influences within a group. Understanding them helps the teacher manage cooperation and conflict, build cohesion, and use grouping to support effective learning.

24. Name the stages of Tuckman's model of group development.

    Forming, Storming, Norming, Performing—and the later added Adjourning (mourning) stage where the group disbands after completing its task.

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