Planning & Enabling Learning
Level 4 theory assessment
I was required to research the following in order produce a written rationale. 1. Negotiating with learner. The initial assessment, agreeing goals & actions. 2. Inclusive learning. The use of different delivery methods, resources and adapting session plans. 3. Integrating functional skills into your subject area.
I was also required to research the Inclusive learning topic in more depth in order to deliver a 15 minute presentation to a group:
In order to research these subjects I used reference books and the Internet.
“Done well, initial assessment sets the scene for a successful and productive relationship. It provides the essential opportunity, early in the learning programme, for learner and tutor to work closely together, to look back at what has been learned or achieved in the past; to look forward to what the learner wants to achieve in the future; and to identify the steps which need to be taken, and the support required, if the learner is to attain their goal...” Adult Learning Inspectorate (2003) Initial Assessment The initial assessment can take many forms such as an informal discussion, formal interview, or written application. The purpose would be to answer questions such as: • Why they are here.
• What is their prior learning and experience.
• What are their preferred learning styles.
Learning styles can be identified from theories pioneered by Flemming or Honey and Mumford. Flemming stated that people could be grouped into preferred learning styles: • Those who learnt by seeing.
• Those who learnt by hearing.
• Those who learnt by reading and writing.
• Those who learnt by doing.
Honey & Mumford suggested that learners are a mixture of 4 styles: Activists – These are learners that like lots of activities to keep them busy. Pragmatists - These are learners that like to apply what they have learnt to practical situations. Theorists - These are learners that like to take their time to take in information. Reflectors - These are learners that think deeply about what they are learning and the activities they could do with this learning.
In my training of new police recruits I carry out my initial assessment by way of an informal ice breaker. Each student identifies themselves to the group. They then discuss topics that include previous experience, wants, needs, fears and expectations of the forthcoming training. Agreeing goals and actions is important prior to any learning taking place. It lets the students know what is expected of them, what the trainers expectations, and what is needed to successfully complete a course or gain a qualification. When I am assessing Police Officers during a fitness test, I tell them at the start that their goal for success is to run to 5.4 on the progressive shuttle bleep test. The action upon being successful is for those Officers to continue the course. The action upon being un-successful is for those Officers to leave the course and return to their usual place of work.
“Inclusive Learning means recognising, accommodating and meeting the learning needs of all your students. It means acknowledging that your students have a range of individual learning needs and are members of diverse communities…” www.open.ac.uk/inclusiveteaching/pages/inclusive-teaching/ An initial assessment should identify any individuals with special learning needs. The process needs to be such that a person is encouraged and supported to disclose such information. Their permission should be sought to disclose that information with anybody who may need to know during the learning process. The rights of individuals with specific needs are protected under The Disability Discrimination Act 2005 and The Sexual Discrimination Act 1975. This legislation makes it unlawful treat disabled students...
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