Planning and Enabling Learning †Pel Essay

Wilson (2008:01) asserts that – â€Å"A learner can be aged from 14 upwards and learning can occur in any suitable environment. Learners in the sector may be funded by government bodies, by their employers, by funding councils or by their own finances. Some are supported by student loans, bursaries or scholarships. In a nutshell, lifelong learning covers everything that is not compulsory education. † Theory – Initial assessment Initial assessment happens at the time of a learner’s transition into a new learning programme. It is a holistic process, during which a teacher/ trainer starts to build up a picture of an individual’s achievements, skills, interests, previous learning experiences and goals, and the learning needs associated with those goals. This information is used as a basis for negotiating a course or programme. TASK 1 – (i)b: Which services are available for learners who need extra help and support? Venue evaluation case study The College welcomes students with additional learning needs on to its courses and seeks to ensure that whenever possible those needs are met. The selection criteria and procedures are kept under review to ensure that all applicants and students are treated fairly. Students are selected and treated on the basis of their relevant merits and abilities. TASK 1 – (ii). Evaluate ways of planning, negotiating and recording appropriate learning goals with learners Theory – Planning and negotiating learning goals â€Å"If you don’t know where you are going, it is difficult to select a suitable means for getting there†, Mager (1955). A learning goal is what a learner wants to achieve, by attending a relevant programme of learning with his/ her teacher/ tutor. The learning programme will be determined by the qualification content, published by an Awarding or Examining Body. The teacher/ tutor need to know what he/ she is going to teach, and their learners need to know what they are going to learn. These should be formally negotiated and agreed. A supportive and respectful relationship between the learners and the teacher/ tutor will ensure realistic goals and targets are agreed, along with how the learning progress will be assessed and recorded. Recording learning goals A teacher/ tutor should encourage his/ her learners to take ownership of the process of planning their learning journey. To help promote them to be independent learners, the teacher/ tutor will need to negotiate and agree their goals and targets, and assess their progress along the way. It is important that all targets are recorded whether they are hard targets, i. e. directly based on the curriculum or soft targets, i. e. personal and social goals. If the teacher/ tutor is teaching a programme, which does not lead to a formal qualification, he/ she will still need to record learner progress. This is known as recognising and recording progress and achievement in non-accredited learning (RARPA). TASK 2 – SCHEME OF WORK TASK 2 – (i). Devise a scheme of work in your own specialist area for a minimum of 4 weeks or eight sessions, ensuring that it includes all the information indicated on the Performa on p21 Theory – Scheme of Work Every teacher/ tutor has a scheme of work, but it may exist only inside her head, and it may be incomplete. Just as the curriculum is the answer to the learner’s question, â€Å"Why do we have to learn this? † the scheme of work is the answer to the teacher’s question, â€Å"What am I going to do? †. It is the teacher’s equivalent of the builder’s plan and the engineer’s blueprint. Scheme of Work is a working document. It is not immutable, just as building plans can be changed up to a point. It is made to be messed with, to be annotated and scrawled all over. It is the most useful evaluation tool you can have, because given that most of us repeat courses year on year, reference to last year’s well-worn Scheme (and the year before’s) is the best guide to how to change things for this year (particularly if the teacher/ tutor are conscientious enough to enter in the findings from your evaluation exercises). TASK 2 – (iii)a. Justification – The selection and sequencing of topics, and, when relevant, how this met curriculum/ syllabus requirements Theory – Brief introduction to Marketing and Marketing mix Marketing is at the heart of every organisation’s activity. Its importance is also growing in the non-commercial, public and voluntary sectors. Also, at the heart of marketing is the customer. This unit will introduce learners to some of the tools and techniques all types of organisations use to achieve their objectives. â€Å"Marketing refers to the social and managerial processes by which products, services and value are exchanged in order to fulfil individuals’ or group’s needs and wants. These processes include, but are not limited to, advertising, promotion, distribution, and sales. The marketing mix is a broad concept, which includes several aspects of marketing which all, inquires to obtain a similar goal of creating awareness and customer loyalty. The marketing mix is not only an important concept, but a guideline to reference back to when implementing the price, promotion, product, and distribution†, (wikipedia. com). Justification – Selection and sequencing of topics, and, when relevant The selection and sequencing of the topics is based upon the learning aims, purpose and objectives that the unit involves. The aim and purpose of this unit is to give learners an understanding of how marketing, research and planning and the marketing mix are used by all organisations. The five units delivered in the five weekly sessions enable the tutor to cover the unit of ‘Marketing mix’, which is part of the module ‘principles of marketing’, besides covering the focused subject area, the other significant advantage is that it can also be used as a basis for further study of specialist marketing units depending on interest and availability of the unit as specialist subject area. The ‘Marketing mix’ unit is a mandatory syllabus requirement, delivered through the 5 weeks classroom sessions providing a comprehensive understanding of the practical issues involved in Marketing using 4Ps tool of marketing mix. From this unit, Firstly, learners will explore how different types of organisations use marketing principles to meet the needs of their customers and achieve their objectives. The constraints under which organisations operate are important and learners will study the legal requirements and voluntary codes that affect marketing. Secondly, Learners will examine how a marketing mix is developed to meet the needs and aspirations of a targeted group of prospective customers, before going on to develop a marketing mix for a new product or service. How the tutor’s scheme of work plan met curriculum/ syllabus requirements: †¢Selected and adapted, a range of inclusive learning activities to enthuse and motivate learners, ensuring that curriculum requirements are met. Analysed the strengths and limitations of a range of resources, including new and emerging technologies, showing how these resources can be used to promote equality, support diversity and contribute to effective learning. †¢Identified literacy, language, numeracy and ICT skills, which are integral to own specialist area, reviewing how they support learner achievement. TASK 2 – (iii)b. Justification – The use of resources and how they promoted inclusive learning Theory – Inclusive learning Inclusive teaching means re cognising, accommodating and meeting the learning needs of all the students. It means acknowledging that the students have a range of individual learning needs and are members of diverse communities: a student with a disabling medical condition may also have English as an additional language and be a single parent. Inclusive teaching avoids pigeonholing students into specific groups with predictable and fixed approaches to learning. TASK 2 – (iii)c. Justification – Differentiation Theory – Differentiation in practice in the curriculum â€Å"The key to the differentiated curriculum is the flexible use by teachers of a wide range of activities and lesson organisations†, Janet Spillman (1991). Differentiation is about teaching and learning styles and teachers should be using all three types of differentiation in order to have a variety of teaching approaches to accommodate the different learning styles in the classroom. Teachers who only organise in the ‘ability group’ way are limiting the learning of many pupils in their classes, particularly those with special educational needs. All pupils should experience all three types of differentiation in order for teachers and pupils to maximise the teaching and learning that occurs in the classroom. Accelerated Coverage of Material promote interactive methodology for learner tutor involvement, Supplementary Materials provided as the course subject material for developing understanding and highlighting key issues, Graphic diagrams provided for visual assessment and absorption by the learners of the concepts and theory, Group and independent Study held for working cooperation and discussion of diverse views from the mass participation, Recommendation of relevant Books from various expert in the field – it is important to read specialised book from a pool of books available from the same subject area which is not easy for the learners to identify. TASK 2 – (iii)d. Justification – How the minimum core (literacy, language, numeracy and ICT) supported learning Theory – Minimum Core Since September 2000 it has been expected that initial teacher education programmes should equip all trainee teachers to develop inclusive approaches to addressing the language, literacy and numeracy needs of their learners’. The requirement for all trainee teachers to meet the minimum core of literacy, language, numeracy in all post-16 teacher initial teacher education (ITE) programmes was first defined by FENTO in 2004. Coverage of the minimum core is intended to provide a teacher with the minimum level of skills in language, literacy, numeracy and ICT that are essential to teachers who work in the lifelong learning sector. Justification – Minimum core (literacy, language) supported learning Speaking and listening – Learners make a range of contributions to classroom discussions and make effective presentations in a wide range of contexts by carrying out individual and/ or group work investigating organisations and their marketing working with others in investigating businesses (employees, olleagues, teachers, class mates). Reading – Learners are able to compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions reading about organis ations and their marketing reading about organisations to obtain data to compare businesses marketing activities Writing – Learners are able to write documents, including extended writing pieces, communicating information, ideas and opinions, effectively and persuasively writing materials to provide information about organisations marketing activities producing labelled charts and diagrams. Justification – Minimum core (numeracy and ICT) supported learning By introducing various ways of interaction with and using ICT and Web ICT systems independently, learners can research organisations and their marketing activities, enabling them to understand approaches to complex classroom task needs. Calculation techniques, formulas and tabulating information about organisations allow learners to use numerical methods of learning and assessment. Exploration, investigation and evaluate of the relevant marketing topics from the provided information and case studies, and data from the from websites about business organisations and their marketing activities help the learner get involved with the key issues of the subject area. TASK 3 – LESSON PLANNING TASK 3 – (i). Design and include a lesson plan on the Greenwich proforma (p 19-20), which you would use in your specialist area, completing all aspects of this proforma (150 words limit) â€Å"To fail to plan is to plan to fail†, (Petty, 2004:422, cited by Wilson, 2008). According to a definition at Wikipedia. com, a ‘lesson plan’ is a teacher’s detailed description of the course of instruction for one class. A daily lesson plan is developed by a teacher to guide class instruction. Details will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of children. TASK 3 – (v). Discuss the reasons for the inclusion of aspects of the minimum core (literacy, numeracy and ICT) in this lesson plan (150 words limit) Justification – Minimum core (literacy, language) supported learning Speaking and listening – Learners make a range of contributions to classroom discussions and make effective presentations in a wide range of contexts by carrying out individual and/ or group work investigating organisations and their marketing working with others in investigating businesses (employees, colleagues, teachers, class mates). Reading – Learners are able to compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions reading about organisations and their marketing reading about organisations to obtain data to compare businesses marketing activities Writing – Learners are able to write documents, including extended writing pieces, communicating information, ideas and opinions, effectively and persuasively writing materials to provide information about organisations marketing activities producing labelled charts and diagrams.