Ctlls Unit 2 Planning & Enabling Learning
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Planning & Enabling Learning
Negotiating With Learners, Inclusive Learning, Integrating Functional Skills and Communication
Introduction
This paper will discuss the method of research to be used with regards to the Lifelong Learning Sector (LLS). It shall look at inclusive learning, integrating functional skills into the subject area as well as communication and the possible barriers involved and integrating functional skills (FS) into the subject being taught. When planning to carry out any learning, the above headings all interlink with each other; for the purpose of this document, I have split them in to sections. Generally, the research of Petty, Scales, Kyriacou and Duckworth, Wood, Dickinson and Bostock were used. The internet was a good source of information to further expand on the subjects.
Negotiating with Learners
As Petty (2004) states, “If learners do not know what they are to do, they are most unlikely to do it! Students must understand the tasks, for example the difference between ‘evaluate’, ‘analyse’ and ‘describe’. They must also understand the criteria for a good piece of work, which includes the ‘assessment criteria’. They need to know what they are aiming for.”
Initial assessment begins the process of indtifying abilities, interests, aspirations and needs and informs selection of the right learning programme. It can include an initial assessment tool as part of the identification of a learner’s literacy and numeracy level. During the decision phase, an initial assessment test would be carried out to enable one to identify the relevant aims and specific objectives of the training to be provided. Initial assessment is the beginning of the teacher and learner’s relationship, allowing the teacher to identify and discover whether there are any learners with difficulties and disabilities and if the learner is confident to talk about them. By recording this information, plans towards teaching can be made so every learner feels...
Negotiating With Learners, Inclusive Learning, Integrating Functional Skills and Communication
Introduction
This paper will discuss the method of research to be used with regards to the Lifelong Learning Sector (LLS). It shall look at inclusive learning, integrating functional skills into the subject area as well as communication and the possible barriers involved and integrating functional skills (FS) into the subject being taught. When planning to carry out any learning, the above headings all interlink with each other; for the purpose of this document, I have split them in to sections. Generally, the research of Petty, Scales, Kyriacou and Duckworth, Wood, Dickinson and Bostock were used. The internet was a good source of information to further expand on the subjects.
Negotiating with Learners
As Petty (2004) states, “If learners do not know what they are to do, they are most unlikely to do it! Students must understand the tasks, for example the difference between ‘evaluate’, ‘analyse’ and ‘describe’. They must also understand the criteria for a good piece of work, which includes the ‘assessment criteria’. They need to know what they are aiming for.”
Initial assessment begins the process of indtifying abilities, interests, aspirations and needs and informs selection of the right learning programme. It can include an initial assessment tool as part of the identification of a learner’s literacy and numeracy level. During the decision phase, an initial assessment test would be carried out to enable one to identify the relevant aims and specific objectives of the training to be provided. Initial assessment is the beginning of the teacher and learner’s relationship, allowing the teacher to identify and discover whether there are any learners with difficulties and disabilities and if the learner is confident to talk about them. By recording this information, plans towards teaching can be made so every learner feels...