Planning and Enabling Learning Dtlls

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Unit 002

Planning and Enabling Learning

Assignment 2.1 Theory

John Smith

Contents Page

Methodology of Research and Introduction3
Findings for points A to D4
Précis of findings for points A to D12

Methodology of research
This report will look at the following points:
A. Negotiating with learners, e.g. initial assessment, agreeing goals and actions. B. Inclusive learning, e.g. the use of different delivery methods, resources and adapting session plans. C. Integrating functional skills into their subject area, (Language, Literacy, Maths, ICT). D. Communication, e.g. verbal/non-verbal and possible barriers.

Much of my research has been carried out through discussions with some of my colleagues in the ICT department at Any College; I have also had access to several books on these topics which have been extremely useful. The Internet has also been employed in my research but only in a limited context.

Findings for Points A to D

A. Negotiating with learners, e.g. initial assessment, agreeing goals and actions

“Initial assessment is a term given to part of the learning process that hopes to combine the learner; the teacher and the curriculum” Wilson (2008)

This statement says to me that initial assessment should be a 360 degree process in that it is as much for the learner to experience a teacher and curriculum, and for the teacher to assess the learning levels of a particular learner.

I have experienced a form of initial assessment that does encompass this ethos. Within Mencap National colleges they require an application from learners wishing to attend one of their residential colleges up to 3 years in advance of them being able to start (funding dictates start dates). The way that the colleges assess the potential learners is quite unique. All learners are invited to attend a 3 day/2 night assessment period at their college in Lufton, near Any. This assessment takes place 8 months prior to the expected start date of that learner, during the visit the potential learners will experience a reduced curriculum within the college during the day, and in the evening they will live in one of the on-site houses that the college has, this will often be the first time that these learners have lived away from home and it will give both the learner and the teacher / support staff the opportunity to see how the learner reacts to being away from home. It also gives the teacher / support staff the opportunity to assess the needs and requirements of each learner and how much support they may require. This level of support is then graded a scale of C – F (F requiring more support), This scale follows the Learning and Skills Council scale for funding residential students with special needs. At the end of the 3 days a report of activities and results will be written and a place at the residential college could be offered. And then the learner and their family will be consulted on the different types of curriculum that could be offered to best support their needs and interests, the idea being here that the learner has experienced a large majority of what the college has to offer and he / she may or may not have excelled in one or more particular area.

Agreeing goals with learners is extremely important, if a learner has not had an opportunity to agree goals for themselves they will find it hard to take ownership of the learning they are going to undertake. For example on the NVQ ICT level 3 program, a learner has to achieve 180 points over the 3 years with each subject having a point value of between 20 – 30 points, it is up to each learner to agree with their assessor which units they want to be assessed on. This is an important decision for each learner to make as the ownership is upon them to prove to the assessor that they can work to level 3.

B. Inclusive learning, e.g. the use of different delivery methods, resources...
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