7304 Unit 2 Task 1 Theory
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Theory Assignment Task 1
Research the following points:
• Negotiating with learners e.g. initial assessment, agreeing goals and actions
• Inclusive learning e.g. the use of different delivery methods, resources, adapting session plans
• Integrating functional skills into your subject area (language, literacy, maths, ICT)
• Communication e.g. verbal, non-verbal and possible barriers
Negotiating with Learners:
All learners have individual needs which should be identified through an initial assessment (including diagnostic) process to identify any specific needs and resources required. Initial assessment ensures the learner is undertaking the right course at the right level and is supported to achieve a successful outcome. This may require Individual Learning Plans to adapt the teaching delivery and will allow learners to agree all, or some, of their learning goals in negotiation with the tutor and ensures the tutor is appropriately prepared.
The DCFS’s publication ‘Personalising Further Education: Developing a Vision’ talks about the aspects of negotiation required to ‘personalise’ learning opportunities to ensure a tailored learning journey for all learners, where they are ‘an active protagonist in that journey’, fully involved and achieving success (appendix a).
At the beginning of a course, the tutor and students negotiate and agree rules by which they will work. This will ensure that everyone is clear about the boundaries that they will learn and operate within and helps tutors to manage and organise the class. Petty (reference 1) explains that ‘good class room organisation allows a lesson to run smoothly, so that good relationships can grow with positive experiences’.
Negotiation also happens at other stages e.g negotiating a new deadline to hand in assignments but there will always be some elements that learners can’t negotiate e.g. the assignment criteria by the awarding body.
Reece and Walker (reference 2) refer to the work of...
Research the following points:
• Negotiating with learners e.g. initial assessment, agreeing goals and actions
• Inclusive learning e.g. the use of different delivery methods, resources, adapting session plans
• Integrating functional skills into your subject area (language, literacy, maths, ICT)
• Communication e.g. verbal, non-verbal and possible barriers
Negotiating with Learners:
All learners have individual needs which should be identified through an initial assessment (including diagnostic) process to identify any specific needs and resources required. Initial assessment ensures the learner is undertaking the right course at the right level and is supported to achieve a successful outcome. This may require Individual Learning Plans to adapt the teaching delivery and will allow learners to agree all, or some, of their learning goals in negotiation with the tutor and ensures the tutor is appropriately prepared.
The DCFS’s publication ‘Personalising Further Education: Developing a Vision’ talks about the aspects of negotiation required to ‘personalise’ learning opportunities to ensure a tailored learning journey for all learners, where they are ‘an active protagonist in that journey’, fully involved and achieving success (appendix a).
At the beginning of a course, the tutor and students negotiate and agree rules by which they will work. This will ensure that everyone is clear about the boundaries that they will learn and operate within and helps tutors to manage and organise the class. Petty (reference 1) explains that ‘good class room organisation allows a lesson to run smoothly, so that good relationships can grow with positive experiences’.
Negotiation also happens at other stages e.g negotiating a new deadline to hand in assignments but there will always be some elements that learners can’t negotiate e.g. the assignment criteria by the awarding body.
Reece and Walker (reference 2) refer to the work of...