Rationale: Planning and enabling learning
The main purpose of this assignment was to research negotiating with learners, inclusive learning, integrating functional skills and communication, and to concentrate on one particular area that we found most useful, which in consideration of my field of work was communication with learners and how this meets the needs of ESBD students as I work for an ESBD school combined with a PRU, and therefore work with interesting, challenging and also violent behaviour. I feel that by looking into greater detail the concept of negotiating with learners will support me in understanding what helps the learner to adapt to their environment, work well with others, and ways in which I can enable their learning. Despite focusing on negotiating with learners, I will be looking in less elaborate detail inclusive learning, integrating functional skills and communication, I would like to find out more about how you can adapt the teaching and learning environment to suit a learner, who may not learn academically, and may need extra supporting reaching their full potential in their learning. To help me diverse my research i have used the internet, a selection of books, class notes, and my prior experiences, using a variety of sources should help me to compile un-bias research. Research on: Negotiating with learners. Looking at initial assessment, agreeing goals, and actions with learners. When researching negotiating with learners my main objective was to find out how negotiating with learners can help and support them. One important aspect of teaching is to familiarise yourself with a learner and their capabilities, looking at a student’s background and prior knowledge is essential for understanding your learners competence when it comes to taking on a new course. Understanding a student’s academic level will give you the information required to help select a course that is within their ability, and having a good understanding of their background knowledge can also help you to encourage conversation about their prior experiences. We can normally collate this type of information by performing an initial assessment with the student; this can be obtained in a variety of ways, such as discussions, previous academic reports, baseline testing, examinations and looking at any previous qualifications that they may have achieved. “...matching the learner to the most suitable programme and giving advise and guidance about the courses available to meet the learners needs” Tummons, 2005, p13 Completing initial assessment gives us some indication on where the student wishes to be in the future, and gives us clear ideas on their goals and targets. From gaining this type of information you should be able to relate to your subject to your student in one way or another, one method of doing this is to adapt topics to meet their interests thus, ensuring that the student would find the subject interesting and therefore should remain engaged and motivated. By relating your subject to the interests and ability levels of the learner you not only make them feel reassured but you should be able to ensure that the learner remains focused and motivated. Monitoring time frames is also extremely important as some students are faster than others so bear this in mind when you set goals and targets, some students may write an assignment for example in a couple of days and another it may take them a couple of weeks, also the literacy levels could vary dramatically also, so ensure that you give appropriate time and sufficient support. From reading “Learning to teach in the secondary school, p238” (see appendix pg7) it suggests that Piaget had considered stages of a child’s thinking which we carry through into our adult lives” “From birth to about two years the child understands the world through feeling, seeing, tasting and so on. This stage of development Piaget called the sensory motor stage, as the child grows older...
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