David McCarthy ID No. 50148095 C&G DTLLS UNIT 504
Applying theories and principles for planning and enabling learning
1 Understanding the application of theories and principles of learning and communication to inclusive learning and teaching Task 1
Analyse and evaluate how teaching theory Impacts upon your own practice
Analyse the factors that can affect learning and achievement. There are many factors affecting learning throughout schools and colleges across the United Kingdom. The aim of this assignment is to analyse some of the factors which can affect learning and achievement and how these theories can be applied to inclusive learning. Some may consider these factors a barrier to some individuals but the same factors can also be a source of inspiration and motivation. Motivation and inspiration may come from many different pathways within the environment affecting learning and achievement and can either be personal or external. As a parent, I have helped influence my children’s career choices both intentionally and unintentionally, this I feel can be said of all parents. Similarly learners may be just as inspired by role models and peers outside of the home, as with many sporting stars. External factors affecting learning and achievement can be looked at from many different angles. A high proportion of my FE learners live in areas where there is a high rate of crime and have issues with gangs and anti-social behaviour, which can cause emotional and psychological disturbance and unsettlement affecting the learner’s ability to focus on learning and achievement. External factors can also be extended to include poverty and deprivation as this can limit individuals to learning opportunities. Even the area in which my learners live can be a significant factor as to whether the level of learning and achievement can be achieved. There are not enough resources in terms of qualified staff to support all of the learners at the college. It is often very challenging knowing that one of my learners would achieve a much higher level had they been given one to one help on certain subjects. Many of my FE Level 1 and 2 learners are dealing with issues with their family environment living with only one of their parents or non in some cases, where they are the sole carer for siblings. This is a key factor which can affect learning and achievement. First of all the family structure and support of one or both parents of a learner at home can be hugely influential. According to the Office of National Statistics publication released on October 31, 2013 there are nearly 1.9 million lone parents with dependent. The single parent charity Gingerbread, report this figure to be as high as 3 million children living in a single parent household and 43 percent of single parents are social housing tenants (gingerbread.org.uk). There is little doubt that there is a relationship between the household and family structure and its influence on learning and achievements for learners, for some this may be a barrier but for others it can be a source of motivation and inspiration. Information about the learner and how they prefer to learn is usually collected during the initial and diagnostic assessments which will give a reflection of ascertaining information regarding literacy, language, numeracy and computer skills. If these skills are not ascertained, it then makes it difficult to plan sessions to meet individual needs and/or arrange further training and support (Gravells, 2012). Gravells (2012) further emphasises that other aspects that may affect learning could be that if their equality and diversity needs are ignored it will subsequently affect the way they perform and effectively their achievement. Personal factors may include a disability or learning difficulties such as dyslexia or generic inheritance. Learning...
Bibliography: www. gingerbread.org.uk
Petty, G (2009) Evidence Based Teaching: A Practical Approach
Scales, P (2008) Teaching in the Lifelong Learning Sector 2ND ed. OUP.
Brooks (1995) thoughts on reflective practice
reflective practice (Coles and Anthony; 2004
Boud’s (1985) reflective theory
Jennings (2007) defines personal or professional development
Reece and Walker (2000, p195) Wallace (2010)
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