Planning_and_Enabling_Learning_(Dtllsyr1)

Planning and Enabling Learning. Plan. Gray et al (2005, pg 93) states that ‘Aims‘, ‘Objectives’ and ‘Methods’ are a fundamental part to the planning of lessons, but also stipulates that they are necessary for the construction of the Scheme of Work. It is important that a scheme of work should convey the balance of learning objectives, that they are intended to meet, such as behavioural, cognitive, affective or personal growth. Another aspect that needs to be taken into account in designing a scheme of work is the structure. Teachers should start off with easier topics and build up to more difficult ones and at the same time, show a relationship between the topics building in revision to aid the learning process.(Walker S, 2001). Bruner called this the spiral curriculum. One should hold students interest by beginning with an interesting topic, vary and balance each session including new work and revision. Some topics may need more than one session and this should be a consideration. (Wallace S, 2001) As I have had to reschedule on more than one occasion to finish off more complex topics we were doing. The course started off looking at students’ skills and abilities and many of the learners’ seemed to enjoy the session as it enabled all of them to participate in a group discussion of their life, in particular in examining individuality, their positive skills and abilities. The content and structure are the most obvious features of any Scheme of Work, since it is the whole syllabus of what is going to be delivered, how it is going to be delivered and when it will be delivered. The organisation and sequence of the course outlines the indicative content of each lesson, therefore a logical format must be well-thought out (Gray et al 2005, pg 194). The teacher has the ultimate responsibility to organise & sequence the course as a whole, so that the direction is clear from lesson to lesson (Gray et al 2005, pg 94). Therefore, the order in which topics are delivered, need to make logical sense and follow a sequential format of learning. As Maslow stated in his 'Hierarchy of needs' motivation theory, “within each person there is a hierarchy of needs and the individual must satisfy each level before they move onto the next.” (Appendix……). This could also be related to a scheme of work. Complete a task, be happy, before moving on to the next. These are real steps of progression, esteem and self-actualisation. Apply. During this class all areas of Maslow’s theory are covered. The students in this group have come for help with effective parenting styles so the Maslow theory is important especially the first steps of feeling secure in the environment. These family sessions are very informal. Making the students feel welcome is initially the main concern . That way their needs can be assessed in a relaxed style and they are able to partake in ways which suit and are acceptable to them as individuals. During the initial stages of the first session the students are encouraged to identify their own learning styles, needs and preferences in ‘Learning Journey 2’. This helps teachers to work collaboratively to (plan to) meet their individual needs but still as a group as a whole. The teaching and learning strategies used are of a very mixed nature respecting different learning styles and allowing for differentiation at any stage. Using a wide range will promote and contribute to an effective, inclusive learning environment promoting equality and supporting diversity. Individual planning gives the student autonomy and privacy of their learning. Group discussion gives the student a chance to share, express and review others ideas. It provides a chance to challenge and question other ways of thinking. It gives everybody a chance to take part in their own time and express differences of opinion. It can also teach students to respect others have different ways of dealing with things. Using ICT/Watching a DVD gives the chance to think carefully, learn from example, embed ideas in a visual manner and use cognitive thinking skills. Case studies gives food for thought, shows thing from a diverse angle, promotes discussion, builds self esteem and confidence, and encourages problem solving, display cultural beliefs. Learning Journeys record and assess students progress and allows them to see where they are as individuals as well as a group. They give the chance for the student to share or store their ideas for improvement. Planning gives the student self evaluation techniques. Thinking where are they now and where do they want to go with their own next steps. To conclude: Every person of every culture, race, ethnicity, socioeconomic status, gender, age, ability, and talent deserves to have an equal opportunity to be successful in life. Knowing each student's culture is essential for providing successful learning opportunities. Understanding learning differences will help teachers facilitate, structure, and validate successful learning for every student.