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Task 2 Managing the Learning Process It is my aim in this task to convey the importance of effective management, how the embedding of functional skills is carried out within my specialist subjects, why record keeping is important and the range of strategies that I use for my subject area. Effective Management of Learners Effective management of learners can be achieved by initially setting boundaries in order for a foundation of respect to be built. Mutually agreed arrangements where others views and needs are appreciated creates a safe and respectful learning environment where all participants benefit. Initiating a group discussion allows the learners to take ownership of their expectations. If disruptive behaviour does occur within the group a reminder of the ground rules, to the group as a whole should be reinforced. “Whatever the disruption maybe, you need to handle this professionally to minimise any effect it may have on your teaching and the groups learning. Don’t just ignore the behaviour, address it immediately. However with experience you will realise that some things can be ignored providing this does not affect the safety of your learners” Gravells (2010:64) As part of the NVQ’s and Apprenticeships that we deliver we also establish this by prior to the candidate commencing their Apprenticeship we issue a learning agreement that is signed by the learner, the employer and us as the provider. This is done so that the candidate feels that they are working as part of a team. Apprentices section of the Training Agreement is as follows: 2. The Apprentice's Responsibilities 2.1 To work for the Employer to the best of her or his ability and in accordance with the Employer’s policies and procedures. 2.2 To observe the Employer’s terms and conditions of employment. 2.3 In both working and training, to be diligent and punctual and to attend courses, keep records, take part in an contribute to the review process, undertake assessments in order to achieve Apprenticeship Plan objectives and keep the employer informed of progress towards those objectives. 2.4 At all times to behave in a safe and responsible manner and in accordance with the requirements of Health and Safety legislation relating to the individual’s responsibilities and to promote and act in the Employer’s best interests. Training Agreement (TheLightBulb Ltd) If however the learner is not working in accordance with the agreement either due to poor attendance or tasks not being completed on a regular basis a cause for concern is raised. We then need to establish whether this is due to lack of commitment or the lack of understanding of what had been set. At this point as an assessor we should be giving extra support to our learners where required. Functional Skills * a component in apprenticeship frameworks (NB Key skills have been extended until March 2011 for use in apprenticeship frameworks, allowing providers the choice of offering either functional skills or key skills until 31 March 2011) http://www.qcda.gov.uk/qualifications/functional-skills/32.aspx Functional skills are based on existing qualifications and completion of an initial assessment of what level the candidate is working towards. There are a number of ways that functional skills can be embedded into the teaching process. For the qualifications that I deal with I try to find a relevant topic that relates to the learners job role to include application of number, communication and ICT. We tend to treat the qualification holistically carrying out projects that relate to their day to day activities which in turn enhances their skills. For Example English – Communication skills can be shown in a variety of ways, carrying out an observation of a discussion or a team meeting, where the learner is asking relevant questions and giving constructive responses to move the discussion forward. Presentation skills can assess verbal communication. With my learners I ask that they carry out a short presentation of their project, findings and explanation of their calculations. Written communication can be shown by summarising documents that are used in the work place. The candidate can then express their own views and opinions on the text in a constructive way. Maths – Application of number can be conveyed by gathering data from a source document and creating graphs, tables and charts showing calculations to reinforce their understanding of what they have done. “Everyone should have the opportunity to succeed in work and life – practical skills in English, mathematics and ICT can help make that possible. We all need a range of skills to succeed in our jobs and in our lives. Functional skills are the practical skills in English, information and communication technology (ICT) and mathematics that allow people to work confidently, effectively and independently in life.” http://www.qcda.gov.uk/qualifications/functional-skills/32.aspx One of my candidates who is undertaking a Business & Administration qualification has created a project related to the expenses incurred within the company by employees. Over a four week period she has recorded how much each employee has claimed and developed this into a project showing mean, mode and median. The results and calculations have been interpreted in graph and table format developing her ICT skills, presentation of the project and explanation has also shown her communication skills. Record Keeping Record keeping is vital as it is used as a guide to check previous achievement and tasks that need to be completed to achieve the main learning aim. It also allows us to gather data on groups of learners. Records that I keep in relation to my learners are Application Monitoring: Application monitoring of apprentices allows me to gather personal information about every applicant and to track if a candidate has been successful at interview stage and dates for sign up to the programme. We can also monitor training and assessment dates. NVQ Assessment Plans: Assessment plans are completed on each meeting with the learner to set tasks that are unit related. This form enables me to detail what information needs to be collated for the next session and assessment methods to be used. I record on this form the date of the next visit which enables the candidate to work to a time scale. This encourages SMART targets to be generated and gives the learner ownership of the qualification to be achieved. I use both portfolios for NVQ’s and also on line learning assistant e portfolios; this allows candidates to upload their work once completed and again gives the learner ownership of their qualification. Without keeping records there would be no structure and no auditable trail. Learners would be put at a disadvantage. If for any reason the work had to be passed to another assessor it would be extremely difficult to track the learners progress and would be very time consuming. Reviews: Reviews are carried out at regular intervals throughout the qualification and brings assessor, candidate and employer together. This document will detail the progress of the student and addresses issues such as health and safety and equal opportunities. This discussion can also deal with any additional learning needs that may have arisen. Assessment “Assessment strategies should contain the following characteristics, Reliability, Validity and Sufficiency”. Susan Wallace, Teaching and Supporting Learners in FE (Learning Matters 2001) There are many different assessment methods I can use to confirm my learners competency to achieve their learning aims. Each individual undertakes an initial assessment to ascertain their literacy and numeracy skills, a skill scan and preferred learning style questionnaire gives me an insight into what they have achieved so far and their preferred learning styles. I can then support the learner to develop this within their functional skills. The level they need to be at is determined by the level of NVQ to be undertaken. In relation to the NVQ all evidence produced is work based learning and is collated within the portfolio. When choosing the best methods of assessment I consider both the individual and also what would be the best format for the task in hand. Observation is most favoured for naturally occurring evidence, there is no problem with authenticity, and it is current and can be backed up with discussion. For events that have occurred in the past the candidate can detail the events in a case study or personal statement and we can hold a professional discussion on events that have taken place. Witness testimonies are a good way of gaining a third parties view of the student’s capabilities. All evidence is assessed against the criteria that is contained within the standards relating to the qualification set by the awarding body. Matrix Completion Forms: Matrix completion forms are used for each unit and show a detailed account of the evidence that has been produced. This enables the candidate to see what criteria has been covered and for the assessor to complete a gap analysis and plan the next assessment plan. All the aforementioned assessment methods require signatures and dates for authenticity and validity. Bibliography: Gravells (2010) Preparing to Teach in the Lifelong Learning Sector Exeter: Teaching and Learning Susan Wallace, Teaching and Supporting Learners in FE (Learning Matters 2001) Websites: http://www.qcda.gov.uk/qualifications/functional-skills/32.aspx Date Accessed 17/10/10 Training Agreement (TheLightBulb Ltd)