Unit_2_Planning_&_Enabling_Learning

Unit 2 Planning & Enabling Learning Methodology The aim of this assignment is to show my research, findings and reflections on different aspects of planning and enabling learning. It will also look at how I can relate each of these to my working practice and area of development I have identified. In order to build upon my current knowledge I decided to focus my research on websites, publications and books Research and Reflection When looking at ways of negotiating with learners I focussed my research on the impact of the Initial Assessment on the learner’s journey. Within my practice I had always thought of this as the assessment of the learner’s functional skills. However, the Initial Assessment is much more; it helps form the learner’s ideas and goals and areas of additional support. From my research I have come to the conclusion that I need to put more emphasis on the sign up session and encourage the learner to reflect on their current practice and their aspirations for the future. This will enable both me and the learner to design the award around their needs encouraging the learner to take ownership of their learning. From my research of inclusive learning I decided to look at the importance of the Learning Styles Questionnaire and the methods included in my delivery. This approach led me to question my own practice and my teaching methods to meet the learner’s preferences rather than focussing on meeting their target date. By using the Learning Styles Questionnaire as an assessment tool I will be able to identify suitable resources and activities to meet the learner’s needs. I also found that by ensuring the use of different delivery methods, the learner maintains concentration and motivation to learn. I chose to focus the integration of functional skills on how I can embed ICT skills with the learners who may have fears of technology. My main research was carried out using the internet, focussing mainly on Functional Skills Support and the LSDA. I confirmed my own thoughts on the majority of students being mature or from poorer socio economic background therefore their knowledge of computers and ICT skills will be lower than the younger students who may be from a higher socio- economic background.. When overcoming these barriers there will be a need to have session based on purely ICT skills and others where it can be embedded in their learning through research and activities. According to Functional Skills Support, Language and Literacy tend to be the most common areas that are focussed on and these are very important for everyday communication, however, I feel with the rate of technology development, everyone will need basic ICT skills. Within communication there are many areas that need to be taken into consideration, mainly categorised as verbal and non-verbal. For this area of research I used the resources I had available, mainly Yvonne Nolan’s Health & Social Care. Although this book is not teaching related, it looks closely at the importance of communication. As communication is a vital part of teaching practice I chose to look at the non verbal aspect, particularly the barriers to communication. This confirmed my thoughts on the effects barriers have to learning. Within my teaching role I am always in situations where I am working with learners in an environment that is not suited to learning such as a communal lounge or busy office where there are distractions from others and the learner is called away from their learning. I also looked at how the learner’s knowledge of the subject will affect their understanding. Some of these barriers cannot be removed but when looking at the learners understanding of the context of communication I can address the level at which I pitch my teaching in order to promote a more positive learning experience. Précis Negotiating with Learners An Initial Assessment should be carried out at the beginning of the course or qualification as it should help to form ideas of the learner’s goals and what support they need from you “Initial assessment is a process, not a single event. It should include assessment of literacy, language, numeracy and ICT, and also a thorough diagnostic assessment of a learner's suitability for a specific learning programme. Various methods can be used and should include assessment that is mapped to the adult core curricula, as well as observation during induction and one-to-one interview” http://www.lluk.org/3410.htm Induction into the qualification should be suited to the learner’s needs and abilities and help to build on their confidence and experiences, empowering them to take ownership of their qualification. From the Initial Assessment and Induction and Individual Learning Plan can be started. “This plan responds to the Initial and Diagnostic Assessment, and to the student’s goals and aspirations, and is drawn up by negotiations between the tutor and student.” Petty, Geoff, Teaching Today 4th Ed; Pg 542 Inclusive Learning My research into inclusive learning looked a lot into the how we can use self directed learning as this is relevant to my teaching area. It is important to use a variety of delivery methods to keep the learners interested and meet their individual learning styles. “The humanistic ‘self directed learning’ approach has been particularly influential in adult education, though it is also used to teach teenagers and younger learners in certain topics and situations.” Petty, Geoff, Teaching Today 4th Ed; Pg19 To enable self directed learning we, as teachers, can use a variety of methods and resources which include; case studies, group discussions, debates, online learning and role play. By using these types of delivery we are encouraging the learners to take control of their learning, building their confidence and self esteem. Self directed learning is based on Knowles’ theory of Andragogy. Knowles believed that learners need to be involved in the planning and evaluation of their learning and it should relate to personal experience http://tip.psychology.org/knowles.html Integrating Functional Skills Functional skills are very important in all learning situations. They can be embedded into most teaching activities. Some learners may feel quite daunted by the thought of looking at their literacy and numeracy but this can be addressed in many different ways. “Functional skills are not simply about knowledge in English, mathematics and ICT subjects but about knowing when and how to use the knowledge and skills in real life contexts.” http://www.teachingnews.co.uk/2010/03/functional-skills “Functional skills are so deeply embedded in naturally-occurring workplace activities that they can be taken for granted by those who work there and are familiar with them. This means that if learners are to capitalise on these opportunities for developing their functional skills, they may need help and guidance to recognise them in the first place” http://www.fssupport.org Communication Communication is an integral part of everyday life, especially when teaching. To gain respect from your learners you need to present yourself and communicate in a way they understand and acknowledge. This includes both verbal and non verbal skills, each as equally as important as the other. “Communication is as much part of relationships as relationships are of communication; they are so closely linked that you cannot deal with one without the other. Building relationships and communicating appropriately, within these relationships, is a basic requirement of the job.” Nolan, Yvonne, Promoting Independence, 2003, Pg37 Bibliography Websites http://www.lluk.org/3410.htm last accessed 21/05/2010 19.25 www.LSDA.org.uk last accessed 24/06/2010 11.10 www.LSC.gov.uk last accessed 26/05/2010 16.30 http://books.google.co.uk last accessed 26/05/2010 16.10 http://tip.psychology.org/knowles.html last accessed 04/06/2010 19.10 http://www.teachingnews.co.uk/2010/03/functional-skills last accessed 04/06/2010 18.20 http://www.fssupport.org last accessed 24/06/10 11.00 Publications Approaches to the delivery of E2E – Induction & Initial Assessment 2004 Books Petty, Geoff, Teaching Today 4th Ed, Cheltenham, Nelson Thornes Ltd Nolan, Yvonne, Promoting Independence, 2003, Oxford, Heinemann