1a. Negotiating with learners.
i. Janet McDonald studied the assessment of elearners and asked if methods should be changed when learning is not face to face. The results of this were not particularly conclusive. (www.leeds.ac.uk/educol/documents/00002251.htm)
ii. Students at Birmingham University were engaged in an experiment where they had chance to interact and change the learner model. The main conclusion was the learners were ‘comfortable with little direct control’. www.eee.bham.ac.uk/bull/papers-pdf/ITS06-flexi.pdf
iii. The Quality Improvement Agency provides an Initial assessment Toolkit. Together with Diagnostic assessments and Independent Learning Plans, goals and targets are identified. (http://sflip.excellencegateway.org.uk/pdf/4.2sflguidance_3.pdf)
iv. Documents are provided for initial assessment for ESOL trainers outlining pre entry. Actual assessments that include pictures and tick boxes to assess the understanding of words are provided. (www.rwp.excellencegateway.org.uk/ESOL/Initial%20assessment)
i. According to Wikipedia’s explanation of the Constructivist theory to learn one has to: ‘Construct a personal understanding based on experiencing things and reflecting on those experiences.’ The role of a teacher is defined and an example of a lesson being taught in a constructivist way is shown by the example of ‘Faraday's candle.’ This is a visual example of showing how something works and allowing free discussion.
ii. Caleb Gettano had a theory that units i.e. Ogdens were used up when learning information, less units were used as the knowledge became embeded. This seems appropriate to how the brain builds knowledge up in layers and then what is familiar becomes like auto-pilot, e.g. riding a bike.
iii. Under the Montessori Method of teaching, a prepared environment needs to exist for school children. There are four planes of development, 0-24 years children are in classes are of mixed ages every 6 years. Children...
Please join StudyMode to read the full document