Using embedded learning materials

Watch: Collaborative, active learning using kinaesthetic materials

Collaborative, active learning using visual and kinaesthetic materials is helpful for all learners; for dyslexic learners it is invaluable. One of the main functions of multi-sensory teaching methods - is that each learner can access meaning through their stronger perceptions. Watch this clip and see Tom and Callum working together using the hazard, injuries and solutions cards from the DfES embedded learning materials Skills for Construction and think about why these simple sets of cards are providing a multi-sensory learning experience.

Reflect: Collaborative, active learning using kinaesthetic materials

Watch the clip again and choose one frame which shows the two learners working together. Make notes about why you think the activity is multi-sensory (visual, auditory and kinaesthetic). Compare your thoughts with ours in the feedback.

Jerry speaks highly of the embedded learning materials. He feels that they have made a difference to the way that he and other staff prepare and deliver their teaching and he also feels that he has seen a difference in the students he teaches. Listen to Jerry and identify the benefits he outlines for using the DfES embedded learning materials.

Print off the document in Resources taken from the introductory pages of the embedded learning materials pack ‘Skills for Construction' for an outline of the rationale behind the development of the materials and the range of titles available. All the materials are free to Skills for Life teachers and can be viewed and downloaded from the web site at the bottom of the document or alternatively ordered from DfES publications.

Feedback: Collaborative, active learning using kinaesthetic materials

The hazards, injuries and solutions cards activities were:

• visual because learners have to read information, and select possible risk assessment scenarios using colour coded cards (to covertly support their reading and selection by ensuring that each scenario they put together has one of each card in the same order)
• auditory because learners are working collaboratively and therefore thinking aloud and confirming their understanding, ideas and decisions with each other
• kinaesthetic because learners have to physically move cards around until satisfied with their decisions.

To look more closely at these cards and to print them off, go to the document called ‘Hazards, injuries and solutions' in Resources. Jerry speaks highly of the embedded learning materials he has used. He also sees that other staff have found them useful and most of all he has seen a difference in the learners. He says that:

• staff are enthusiastic about using the materials
• staff feel encouraged to develop further learning resources
• the CD-ROMs inside are excellent and can be used to adapt and customise existing materials, and to create PowerPoint presentations for teaching
• learners are motivated to want to learn more.