Enabling_and_Planning_Learning

Unit 2 Planning and Enabling Learning Level 4 Theory Assignment I researched four points for this assignment they were: negotiating with learners, inclusive learning, integrating functional skills and communication. To gather my evidence I researched literature, internet websites and I drew on what we had covered in our lessons to provide the information I required. My level 3 assignments highlighted key elements and my own personal teaching experience also enabled me to proceed. Negotiating with learners is an ongoing process. It may take the form of an initial assessment, planning learning goals or setting SMART targets. (Blooms taxonomy is easily understood and widely applied) It is our responsibility to gather as much information as possible to ensure we have placed our learners on the correct level of study and that they have every chance of succeeding on their course. This process begins with an initial assessment in which we identify their literacy and numeracy needs; this is done at the interview stage so if they do not meet the entry requirements we can discuss alternative courses or offer a more support if necessary. We will then complete a diagnostic assessment which gives us even more of a breakdown of the learners needs and also help us decide the level of functional skills that the learner will undertake. As the learners course progresses we will complete action plans to help the learner maintain awareness of their deadlines and also to support the learner and flag up where extra support may be needed. It is important that the learner and tutor negotiate these goals as it will promote a sense of ownership of the targets which creates a contractual agreement between you and the learner. There are many factors to consider when planning goals such as aspirations, vocationally specific skills, learning styles or difficulties and the learner’s personal circumstances to name a few, we need to be aware of the impact these factors can have on their learning. “We believe that learning can only be fully effective if it is inclusive” Tomlinson (1996). Inclusive learning provides opportunities for everyone. We have a responsibility to ensure that all learners participate in our lessons and grow as a result of them. We may need to adapt our delivery methods to include all learning styles, alter our resources so they are accessible to all our learners regardless of any learning difficulties they may have and utilise learning support offered within the organisation to enable progression. We need to be meeting our individual learner’s requirements to the best of our abilities using all the resources that we have to hand. To ensure we provide an inclusive environment we should differentiate whenever possible. L Wilson states that “Inclusion, therefore, is about creating interesting, varied and inspiring learning opportunities for all learners; ensuring all learners contribute and are never disadvantaged by methods, language or resources”. Functional skills such as literacy, numeracy, ICT and communication are already integrated into my specialist area of beauty therapy. During the learners initial assessment we gain an idea of their level of literacy and numeracy skills and try to build on these throughout their course. Although we do not test their level of ICT. Communication skills are built upon during consultations with clients, they will need to ask personal questions which will require a tactful and understanding approach, using open and closed questions to gather the information they require. We also address the need to use positive body language with clients and maintain professionalism at all times. They spend time out on reception when they will liaise with clients, peers, technicians and members of staff. This helps to build their confidence and prepare them for a real life working environment. Literacy skills are embedded in my course in the form of assignments, activities, personal profiles and CV’s. ICT skills are also built upon with their assignments because although it is not a requirement we ask that they are word processed. Research for assignments can be completed using the internet and a bibliography will be asked for. ICT skills are also embedded by learners using the virtual learning environment. We upload all the course handbooks, activities, assignments and power points we use so the learners can access this from home. We are also using a programme called “E Tracker” where all our learners’ progress is logged and tracked, individual learning plans are kept on there and the learners can access this from anywhere to check their progress and action plans. E tracker also provides access for the learners college email address. We have encouraged that all correspondence takes place via email. Lastly numeracy skills are built upon by working on reception-working out the timings for treatments and allocating the correct time in the appointment book, by working out the costs of treatments and taking into account promotions and offers which will also help with percentages. Ratios are looked at when working out product usage. Also working out how long treatments take when should I start' When should I finish' I have been shocked at how many learners cannot tell the time when they start the course! I think this links with the Moser report where he states “one in three adults in this country cannot calculate the area of a room that is 21x14 feet, even with the use of a calculator.” This show cases how much we need to improve our learner’s functional skills to help not only them but also the economy. Excellent communication between the learner and the teacher is essential for successful teaching. Both verbal and non verbal communication will affect how the learner feels, what they absorb and how they will put it in to practise. We need to be precise and clear and use terminology that they will understand. My tone of voice needs to be varied and interesting. My body language should be welcoming and my facial expressions should convey feeling. “7% of meaning in the words that are spoken, 38% of meaning is paralinguistic and 55% of meaning is in the facial expression.” (www.businessballs.com/mehrabiancommunications.htm) I believe the above statement highlights this fact. But as teachers there are barriers that we need to overcome, these could be that we have ESOL learners who will require extra support during their course. Ensuring that they are assessed correctly and given the guidance needed to progress. The learner may have a hearing impediment which will ultimately affect what they can hear and what they understand. What can we do to help this learner' Do they need to be seated at the front so they can lip read. Do they need non verbal aids such as a copy of the power point I’ am discussing or hand outs that outline the direction of the class' Again these learners need to be assessed to ensure that they will get the most out of their course and are offered all the support they are entitled to. To conclude I believe that my research has highlighted the importance of initial and ongoing assessment of our learners. This is the common theme across all four topics and will ensure that we provide a learning environment that is beneficial for all our learners. References Tomlinson, J, (1996), The Tomlinson Report Wilson, L, (2009), Practical Teaching A Guide to PTLLS & DTLLS, 1st edition, Cengage Learning EMEA, Hampshire Moser, C, (2000/2001) The Moser Report (Online) D:\doc\ukll\mosergroup\FRESHUM.DOC Accessed 08/03/10 Mehrabian, A, (1967) Mehrabians communication research, (Online) www.businessballs.com/mehrabiancommunications.htm Accessed 08/02/10