Negotiating with Learners
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UNIT 2 PLANNING AND ENABLING LEARNING
level 4 theory
* 1A NEGOTIATING WITH LEARNERS
“Assessing learners’ needs is not an event, it is a process.
Some of it will take place at the first meeting with a potential
Learner, some will take place during an ‘induction’ and some
will be discovered later.”
Petty 2004 p.508
We as educators assess learner’s needs basically for two reasons:
* Firstly to place them onto the right learning programme.
* Secondly to then support and guide the learner to reach their goals.
Each learner is a unique individual and their specific needs have to be met in order for them to reach their short term and long term goals.
Initially this can be done when they enrol on the course but programmes may need changing at a later date to meet their needs. Through the use of effective assessment procedures we can plan and prepare a learning programme tailored to meet their needs.
There are many assessment procedures available to use and deciding which one is the best option primarily depends on the information that you want to find out about the learner.
Assessing the learner’s needs is a continuous process and not only reserved for the start of the academic year. The process itself, especially in the early stages is often a shared responsibility. Within an organisation a variety of people may be involved in the process. This type of shared responsibility ensures that the information when collated can be used in a constructive way to provide the most appropriate programme for the learner.
Whatever your role within the organisation you can assess your learners, ideally through using a three part process:
1. PLAN – we need to decide what knowledge would help our learners reach their goals.
2. ASSESS – we now have to find out this information. It is up to us to develop the most appropriate form of assessment to...
level 4 theory
* 1A NEGOTIATING WITH LEARNERS
“Assessing learners’ needs is not an event, it is a process.
Some of it will take place at the first meeting with a potential
Learner, some will take place during an ‘induction’ and some
will be discovered later.”
Petty 2004 p.508
We as educators assess learner’s needs basically for two reasons:
* Firstly to place them onto the right learning programme.
* Secondly to then support and guide the learner to reach their goals.
Each learner is a unique individual and their specific needs have to be met in order for them to reach their short term and long term goals.
Initially this can be done when they enrol on the course but programmes may need changing at a later date to meet their needs. Through the use of effective assessment procedures we can plan and prepare a learning programme tailored to meet their needs.
There are many assessment procedures available to use and deciding which one is the best option primarily depends on the information that you want to find out about the learner.
Assessing the learner’s needs is a continuous process and not only reserved for the start of the academic year. The process itself, especially in the early stages is often a shared responsibility. Within an organisation a variety of people may be involved in the process. This type of shared responsibility ensures that the information when collated can be used in a constructive way to provide the most appropriate programme for the learner.
Whatever your role within the organisation you can assess your learners, ideally through using a three part process:
1. PLAN – we need to decide what knowledge would help our learners reach their goals.
2. ASSESS – we now have to find out this information. It is up to us to develop the most appropriate form of assessment to...