Planning and Enabling Learning - Pel

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TASK 1 – NEEDS OF LEARNERS

TASK 1 - (i)a: Evaluate the different methods of initial, diagnostic assessment that you might use with your learners.

Introduction

According to Wilson (2008:31), “learning is - to gain knowledge or a skill; what the learners do during a session. Learning goals are – what a learner sets out to do. Learning needs are - things which will help a learner to achieve their goals, and finally learning styles are – analysis of how learners learn”. “Learning aids offer alternative formats, i.e. electronic, paper, large print, Braille, whenever possible”, Wilson (2008:29).

Wilson (2008:01) asserts that – “A learner can be aged from 14 upwards and learning can occur in any suitable environment. Learners in the sector may be funded by government bodies, by their employers, by funding councils or by their own finances. Some are supported by student loans, bursaries or scholarships. In a nutshell, lifelong learning covers everything that is not compulsory education.”

Theory - Initial assessment

Initial assessment happens at the time of a learner’s transition into a new learning programme. It is a holistic process, during which a teacher/ trainer starts to build up a picture of an individual’s achievements, skills, interests, previous learning experiences and goals, and the learning needs associated with those goals. This information is used as a basis for negotiating a course or programme.

TASK 1 - (i)b: Which services are available for learners who need extra help and support?

Venue evaluation case study

The College welcomes students with additional learning needs on to its courses and seeks to ensure that whenever possible those needs are met. The selection criteria and procedures are kept under review to ensure that all applicants and students are treated fairly. Students are selected and treated on the basis of their relevant merits and abilities.

TASK 1 - (ii). Evaluate ways of planning, negotiating and recording appropriate learning goals with learners

Theory - Planning and negotiating learning goals

“If you don’t know where you are going, it is difficult to select a suitable means for getting there”, Mager (1955). A learning goal is what a learner wants to achieve, by attending a relevant programme of learning with his/ her teacher/ tutor. The learning programme will be determined by the qualification content, published by an Awarding or Examining Body. The teacher/ tutor need to know what he/ she is going to teach, and their learners need to know what they are going to learn. These should be formally negotiated and agreed. A supportive and respectful relationship between the learners and the teacher/ tutor will ensure realistic goals and targets are agreed, along with how the learning progress will be assessed and recorded.

Recording learning goals

A teacher/ tutor should encourage his/ her learners to take ownership of the process of planning their learning journey. To help promote them to be independent learners, the teacher/ tutor will need to negotiate and agree their goals and targets, and assess their progress along the way. It is important that all targets are recorded whether they are hard targets, i.e. directly based on the curriculum or soft targets, i.e. personal and social goals. If the teacher/ tutor is teaching a programme, which does not lead to a formal qualification, he/ she will still need to record learner progress. This is known as recognising and recording progress and achievement in non-accredited learning (RARPA).

TASK 2 – SCHEME OF WORK

TASK 2 – (i). Devise a scheme of work in your own specialist area for a minimum of 4 weeks or eight sessions, ensuring that it includes all the information indicated on the Performa on p21

Theory - Scheme of Work

Every teacher/ tutor has a scheme of work, but it may exist only inside her head, and it may be incomplete. Just as the curriculum is the answer to the learner's...
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