Unit_2_Planning_and_Enabling_Learning

Methodology I started my research by exploring suggested C&G sites, many of which had limited use to me. I chose to refer to Ebooks; eliminating validity and currency issues of using the Internet. The books Assessing Learning in the Lifelong Learning Sector and Teaching Today have been particularly invaluable sources of information. Negotiating with learners – Good practice in initial assessment, and understanding the role of initial assessment Tummons (2010) describes initial assessment as “assessment that identifies the characteristics, competencies, skills or knowledge of the learner. It allows teachers and trainers to guide the learner towards their goals…” Learners complete an initial assessment and learning styles questionnaire to identify their needs, this is used to complete a group profile, helping me to consider suitable teaching methods. Tummons (2010) suggests that good practice is that “…diagnostic assessment will in fact occur at several stages of the learning process” I identify learners’ individual needs using a range of formative activities including a group discussion on the impact of drug misuse on others, a quiz on drugs facts and a card matching activity. “Every learner should have a learning plan which details the training and support they will receive to help them fulfil their learning programme and how the objectives will be achieved.” http://readingroom.lsc.gov.uk/pre2005/quality/goodpractice/initial-assessment-of-learning-and-support-needs-and-planning-learning-to-meet-needs.pdf ILPs are agreed, monitored and reviewed with each learner and has had a profound impact on them being motivated and focussed. Inclusive learning – Examples of good practice in planning inclusiveness in equality and diversity issues “Inclusive learning can be understood as a process of increasing the presence, participation and achievement of all learners in educational settings in their local community.” http://www.excellencegateway.org.uk/page.aspx'o=135154 Inclusive learning is ensuring that my teaching delivery considers the diverse needs of learners. I am cautious with the content and imagery I use, ensuring that individuals or groups are not stereotyped or discriminated against. Prior to group discussions, learners are encouraged to be respectful of all faiths and views; this promotes equality. Wallace (2007) defines diversity as “not all our learners are the same They may be diverse in terms of their cultural background, their physical or learning abilities, their age...” I agreed strategies with a learner with dyslexia including: them using a computer as this minimised spelling errors, using oral Q&A assessment as they found this to be an easier to express them self and for me to disregard much of their spelling and grammatical errors. Petty (2009) states “Inclusion, diversity, entitlement, differentiation, ensuring equal opportunities and personalising learning all require to treat students as individuals” I use a range of teaching methods including puzzles, group exercises and group discussions to meet all learning styles. A questionnaire identifies each learner’s learning style, enabling me to adapt my teaching delivery. As for example, a group of predominantly “auditory” learners were given group discussion and pair work exercises. Embedding functional skills - Examples of good practice in integrating functional skills into planning and schemes of work “Functional skills are practical skills in English, mathematics and ICT, which allow individuals to work confidently, effectively and independently in life.” http://www.diploma-support.org/system/files/Nuts%20and%20Bolts%20-%20Functional%20Skills_0.pdf I embed FS by mapping the outcomes to each activity within my session plans, as for example, the presentation learners perform to demonstrate their knowledge of drugs. Learners utilise ICT skills in order to research, develop a PowerPoint presentation and use communication skills to present. “Learners need opportunities to apply their skills in plausible contexts or use their skills for real purposes.” http://curriculum.qcda.gov.uk/key-stages-3-and-4/skills/functional-skills/index.aspx I agree and an example of this is the weekly budget plan learners create using ICT skills and numeracy skills in order to calculate sums. This task enables learners to meet FS learning outcomes whilst creating a practical document that has relevance and value in real life. “Learners need opportunities to spend time planning and developing their work” “Learners need opportunities to make choices and decisions, think creatively and act independently” http://curriculum.qcda.gov.uk/key-stages-3-and-4/skills/functional-skills/index.aspx I agree; I have considered this in a CV task, which demands planning, decision-making, creativity, independence, literacy skills and ICT skills. Communication – Examples of how communication can be used to enhance teaching Communication is vital role for effective learning and it’s crucial that barriers are identified and addressed early on so that learning can take place. Humour is one of my strategies for teaching and is particularly useful at the start of a programme to settle tense or anxious learners. Communication Cowley (2010) suggests the basics of behaviour management as “Be definite…Be aware… Be calm and consistent… Give them structure…Be positive…” From experience, “Be positive” is important as learners need to feel secure and confident, this is achieved by ensuring that their contributions are acknowledged and valued by providing positive verbal feedback of their efforts. Cowley (2010) states “Our voices give away a huge amount about our emotional state...” A learner once told me that they felt, I was shouting at them; I thought I was projecting my voice confidently and assertively. I now consider not only the content of my communication but also my use of tone. Conclusion Completing this unit has helped me to reflect on my practice, considering how effective my teaching delivery is and how best to support my learners’ needs. In particular, I have benefitted from exploring the methods and purpose of initial assessment and plan to apply this to my teaching. Word count 821 Bibliography Books * Tummons J.(6 July 2010),chapter 2 Diagnostic assessment AP(E)L and ipsative assessment, Assessing Learning in the Lifelong Learning Sector, Learning Matters; 2 edition * Petty G.( 3 April 2009)chapter 48 Providing learners with support,Teaching Today; Fourth Edition page 560 * Wallace S.(2007),Chapter 4 Recognising diversity and supporting equality,Teaching, tutoring and training in the lifelong sector;Third Edition * Cowley S.(2010),Chapter 1 The basics of behaviour management, Getting the buggers to behave,Continuum International Publishing Group;Fourth Edition * Cowley S.(2010),Chapter 2 Managing the first meeting, Getting the buggers to behave,Continuum International Publishing Edition;Fourth Edition Websites * http://readingroom.lsc.gov.uk/pre2005/quality/goodpractice/initial-assessment-of-learning-and-support-needs-and-planning-learning-to-meet-needs.pdf Page 7,8 last accessed 28/12/2010 * http://www.excellencegateway.org.uk/page.aspx'o=135154 last accessed 12/08/2011 * http://www.diploma-support.org/system/files/Nuts%20and%20Bolts%20-%20Functional%20Skills_0.pdf last accessed page 4 13/08/2011 * http://curriculum.qcda.gov.uk/key-stages-3-and-4/skills/functional-skills/index.aspx last accessed 28/12/2010