Planning and Enabling Learning
Introduction
For this essay I will research the following areas: negotiating with learners, functional skills, inclusive learning and communication. I will look at how and why each of these areas are important to teaching and how I can gain a better understanding of them in order to enable my learners to learn.
Rationale
Negotiating with learners
When considering the area negotiating with learner’s research identifies that a focus on initial assessment of learners and agreeing goals is important. It is necessary to know why we negotiate with learners, how we do it and the barriers involved. Lesley Thom (2001) explored the reasons why learners need to feel involved in order to progress their learning. I intend to analyse the role of initial assessment and planning and negotiating learning goals. Within my own area ground rules are established so learners know what is expected of them. When learners do not follow these rules negotiation must take place. ‘Rules and models destroy genius and art’ (Hazlitt, cited in Wallace, 2007, p.42). Hazlitt suggested that enthusiasm, creativity and initiative will not easily flourish in a situation where too many externally imposed rules allow only one pre-specified way of doing things’ My learners have emotional and behavioural difficulties and always need to be given other options. They need to feel they have some power of the outcome of the situation. This then enables them to become motivated.
Initial assessment within my area is important as we have learners at a range of levels come to us at different ages, often with little schooling. Initial assessment allows us to pitch work at the right level. If we were to get this wrong it could have serious repercussions to that learner, they may feel unmotivated, insecure and they will not want to engage in the learning environment.
Inclusive Learning
The Open University defines inclusive learning as: recognising, accommodating and meeting the learning needs of all your
For this essay I will research the following areas: negotiating with learners, functional skills, inclusive learning and communication. I will look at how and why each of these areas are important to teaching and how I can gain a better understanding of them in order to enable my learners to learn.
Rationale
Negotiating with learners
When considering the area negotiating with learner’s research identifies that a focus on initial assessment of learners and agreeing goals is important. It is necessary to know why we negotiate with learners, how we do it and the barriers involved. Lesley Thom (2001) explored the reasons why learners need to feel involved in order to progress their learning. I intend to analyse the role of initial assessment and planning and negotiating learning goals. Within my own area ground rules are established so learners know what is expected of them. When learners do not follow these rules negotiation must take place. ‘Rules and models destroy genius and art’ (Hazlitt, cited in Wallace, 2007, p.42). Hazlitt suggested that enthusiasm, creativity and initiative will not easily flourish in a situation where too many externally imposed rules allow only one pre-specified way of doing things’ My learners have emotional and behavioural difficulties and always need to be given other options. They need to feel they have some power of the outcome of the situation. This then enables them to become motivated.
Initial assessment within my area is important as we have learners at a range of levels come to us at different ages, often with little schooling. Initial assessment allows us to pitch work at the right level. If we were to get this wrong it could have serious repercussions to that learner, they may feel unmotivated, insecure and they will not want to engage in the learning environment.
Inclusive Learning
The Open University defines inclusive learning as: recognising, accommodating and meeting the learning needs of all your