A Précis on Negotiating with Learners, Inclusive Learning, Integrating Functional Skills and Communication
Diploma in Teaching in the Lifelong Learning Sector – DTLLS
Unit 2 – Planning and Enabling Learning – Level 4
Theory Assignment Part A
Written Assignment – A précis on negotiating with learners, Inclusive learning, Integrating functional skills and communication
Paulo do Vale
Introduction
This report focuses on the findings that relate to negotiating with learners, inclusive learning, integrating functional skills into your subject area and communication.
Methodology
The research has been carried out by reading of related bibliography (listed at the last page of this assignment) and publications from old and new education government bodies such as the Quality Improvement Agency (QIA) and the Department for Education and Skills (DfES). An internet search proved fruitless so I decided to make use of the printed available material only.
Approach
I have gathered the main ideas for this research from the discussions that took place in classroom during the sessions. At home, after reading the books and publications I had available, I went on to select the passages that I considered most relevant and worth of quotation. I have, then, tried to break down the idea contained in those passages with my own words which proved immensely helpful when assimilating and consolidating my understanding of what was cited.
Negotiating with learners
“Goals and targets, usually recorded on the ILP, are best negotiated. This will aid ownership of the targets and create useful discussions to inform the most appropriate targets for the learner” (Wilson 2006, p146). Negotiating with learners means establishing what to achieve, how to do it and when, in a way that best suits teacher and learners and this practice will ensure those targets are actually met. Geoff Petty cites ‘putting the learner and the learning first’ as a value by which teachers must be inspired in order to become effective and make a difference to students’ lives. (PETTY, G. 2004, p529). Putting the
Unit 2 – Planning and Enabling Learning – Level 4
Theory Assignment Part A
Written Assignment – A précis on negotiating with learners, Inclusive learning, Integrating functional skills and communication
Paulo do Vale
Introduction
This report focuses on the findings that relate to negotiating with learners, inclusive learning, integrating functional skills into your subject area and communication.
Methodology
The research has been carried out by reading of related bibliography (listed at the last page of this assignment) and publications from old and new education government bodies such as the Quality Improvement Agency (QIA) and the Department for Education and Skills (DfES). An internet search proved fruitless so I decided to make use of the printed available material only.
Approach
I have gathered the main ideas for this research from the discussions that took place in classroom during the sessions. At home, after reading the books and publications I had available, I went on to select the passages that I considered most relevant and worth of quotation. I have, then, tried to break down the idea contained in those passages with my own words which proved immensely helpful when assimilating and consolidating my understanding of what was cited.
Negotiating with learners
“Goals and targets, usually recorded on the ILP, are best negotiated. This will aid ownership of the targets and create useful discussions to inform the most appropriate targets for the learner” (Wilson 2006, p146). Negotiating with learners means establishing what to achieve, how to do it and when, in a way that best suits teacher and learners and this practice will ensure those targets are actually met. Geoff Petty cites ‘putting the learner and the learning first’ as a value by which teachers must be inspired in order to become effective and make a difference to students’ lives. (PETTY, G. 2004, p529). Putting the
Bibliography: * CASEY, H. (2003). Embedding literacy, language and numeracy in post-16 vocational programmes: the impact on learning and achievement. London, National Research and Development Centre for Adult Literacy and Numeracy. * Department for education skills UK. (2006), Good practice guidelines for the skills check and initial assessment. BTL and AlphaPlus Consultancy Ltd. * ELDRED, J. (2005). Developing embedded literacy, language and numeracy: supporting achievement, NIACE lifelines in adult learning no. 21, National Institute of Adult Continuing Education, Leicester. * GRAVELLS, A., & SIMPSON, S. (2010). Planning and enabling learning in the lifelong learning sector. Exeter, Learning Matters. * © Key Skills support programme 2004. Supporting communication: guide to good practice. * Lawton, T. and Turnbull, T., Lifelong Learning UK (LLUK), corp creator. (2007) Inclusive learning approaches for literacy, language, numeracy and ICT. * PETTY, G. (2004). Teaching today: a practical guide. Cheltenham, Nelson Thornes. * © Quality Improvement Agency for Lifelong Learning (QIA) 2008. Improving learner success by embedding literacy, language and numeracy * WILSON, L. (2009), Practical Teaching: A Guide to PTLLS and DTLLS. Andover: Cengage Learning EMEA. * Weston, P. (1992). A Decade of Differentiation, British Journal of Special Education.