Unit 2 Planning and Enabling Learning
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- Date Submitted: 10/18/2011 12:14 PM
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Methodology
I started my research by exploring suggested C&G sites, many of which had limited use to me. I chose to refer to Ebooks; eliminating validity and currency issues of using the Internet. The books Assessing Learning in the Lifelong Learning Sector and Teaching Today have been particularly invaluable sources of information.
Negotiating with learners – Good practice in initial assessment, and understanding the role of initial assessment
Tummons (2010) describes initial assessment as “assessment that identifies the characteristics, competencies, skills or knowledge of the learner. It allows teachers and trainers to guide the learner towards their goals…”
Learners complete an initial assessment and learning styles questionnaire to identify their needs, this is used to complete a group profile, helping me to consider suitable teaching methods.
Tummons (2010) suggests that good practice is that “…diagnostic assessment will in fact occur at several stages of the learning process”
I identify learners’ individual needs using a range of formative activities including a group discussion on the impact of drug misuse on others, a quiz on drugs facts and a card matching activity.
“Every learner should have a learning plan which details the training and support they will receive to help them fulfil their learning programme and how the objectives will be achieved.” http://readingroom.lsc.gov.uk/pre2005/quality/goodpractice/initial-assessment-of-learning-and-support-needs-and-planning-learning-to-meet-needs.pdf
ILPs are agreed, monitored and reviewed with each learner and has had a profound impact on them being motivated and focussed.
Inclusive learning – Examples of good practice in planning inclusiveness in equality and diversity issues
“Inclusive learning can be understood as a process of increasing the presence, participation and achievement of all learners in educational settings in their local community.”...
I started my research by exploring suggested C&G sites, many of which had limited use to me. I chose to refer to Ebooks; eliminating validity and currency issues of using the Internet. The books Assessing Learning in the Lifelong Learning Sector and Teaching Today have been particularly invaluable sources of information.
Negotiating with learners – Good practice in initial assessment, and understanding the role of initial assessment
Tummons (2010) describes initial assessment as “assessment that identifies the characteristics, competencies, skills or knowledge of the learner. It allows teachers and trainers to guide the learner towards their goals…”
Learners complete an initial assessment and learning styles questionnaire to identify their needs, this is used to complete a group profile, helping me to consider suitable teaching methods.
Tummons (2010) suggests that good practice is that “…diagnostic assessment will in fact occur at several stages of the learning process”
I identify learners’ individual needs using a range of formative activities including a group discussion on the impact of drug misuse on others, a quiz on drugs facts and a card matching activity.
“Every learner should have a learning plan which details the training and support they will receive to help them fulfil their learning programme and how the objectives will be achieved.” http://readingroom.lsc.gov.uk/pre2005/quality/goodpractice/initial-assessment-of-learning-and-support-needs-and-planning-learning-to-meet-needs.pdf
ILPs are agreed, monitored and reviewed with each learner and has had a profound impact on them being motivated and focussed.
Inclusive learning – Examples of good practice in planning inclusiveness in equality and diversity issues
“Inclusive learning can be understood as a process of increasing the presence, participation and achievement of all learners in educational settings in their local community.”...