Negotiating with Learners
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- Date Submitted: 07/02/2010 12:49 PM
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Assignment 2.1 (Recommended words count: 800 – 1000 words)
Research all of 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 lesson plans
• Integrating functional skills into their subject area (language, literacy, maths, ICT)
• Communication e.g. verbal/non-verbal and possible barriers
Produce one written rationale for all areas of research in 1a -1d above, a methodology for your area of research, your approach taken and a précis of your findings.
Rationale
Law enforcement is arguably one of the most complex and constantly changing professions, due in no small part to the expectations placed on the police service by the citizens it serves. As police officers, we are expected to perform our duties in a professional, unbiased, and competent manner.
As part of the Operational Training Department, we train all aspects of Public Order, Personal Safety, First Aid, Method of Entry and Tactical Entry. All officers come with widely differing backgrounds and educational needs and it is therefore very difficult to use standardised courses if I hope to met all the needs of my learners all of the time. Therefore the identification of learner’s needs is paramount. One of my tasks has been to design and plan role specific training courses for operational officers. This is where initial assessment, negotiation with units and learners, inclusive learning and effective communication, all come into play. As Petty (2004, p451) states, “If learners don’t know what they are trying to do, they are most unlikely to do it.” During the decision phase, I carry out initial assessment tests to enable me to identify the relevant aims and specific objectives of the training to be provided. It is therefore vital that I keep up-to-date with current legislation, ideas and methodologies in relation to the delivery of...
Research all of 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 lesson plans
• Integrating functional skills into their subject area (language, literacy, maths, ICT)
• Communication e.g. verbal/non-verbal and possible barriers
Produce one written rationale for all areas of research in 1a -1d above, a methodology for your area of research, your approach taken and a précis of your findings.
Rationale
Law enforcement is arguably one of the most complex and constantly changing professions, due in no small part to the expectations placed on the police service by the citizens it serves. As police officers, we are expected to perform our duties in a professional, unbiased, and competent manner.
As part of the Operational Training Department, we train all aspects of Public Order, Personal Safety, First Aid, Method of Entry and Tactical Entry. All officers come with widely differing backgrounds and educational needs and it is therefore very difficult to use standardised courses if I hope to met all the needs of my learners all of the time. Therefore the identification of learner’s needs is paramount. One of my tasks has been to design and plan role specific training courses for operational officers. This is where initial assessment, negotiation with units and learners, inclusive learning and effective communication, all come into play. As Petty (2004, p451) states, “If learners don’t know what they are trying to do, they are most unlikely to do it.” During the decision phase, I carry out initial assessment tests to enable me to identify the relevant aims and specific objectives of the training to be provided. It is therefore vital that I keep up-to-date with current legislation, ideas and methodologies in relation to the delivery of...