Planning and Enabling free essay sample

Planning and Enabling Learning This assignment will be looking at four key areas in the planning and enabling learning unit. It will define the different sections of the module from negotiating with the Learner, inclusive learning, functional skills and concluding with communication. It will show that through research, I have been able to demonstrate that I have an understanding of how planning and enabling learning relates to the practical and theoretical side of teaching. How I am able to cater for the individual needs and to continually improve the educational development of the learners, through a positive scheme of work and transparent lesson plans. Negotiating with learnersInitial assessment is the key to finding out what the learners are capable of, what level are they working at and is the course suitable for them. So the assessment should look at existing skills, against the skills which will be required to complete the course, therefore it is aiming to get the best match between your learners and their learning. We will write a custom essay sample on Planning and Enabling or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As a teacher I must have a clear idea of what the learners can and cannot achieve. Negotiating a realistic set of targets is about aiming for them to achieve their goals, so if they are on the right course and with the appropriate amount of support, then they should obtain their desired results. â€Å"If you don’t know where you are going you will probably end up somewhere else† (Laurence. J. Peter 1969) (quotegarden Dec 2011) Negotiation is giving structure, establishing basic rules and expectations between, tutor, learner and institute; it is an on-going program, which you should revisit throughout the course. A good quote from: Teaching Today (â€Å"Catch them before they fall† G. Petty 2006) So then you come to another question, where does it start and end, exactly what is open for negotiation; these rules seem to differ from one source to the next. So in my opinion you could start with: ground rules, course content, course process, learning teaching methodology, method of assessment, assessment process and course evaluation. (Higher Education for Capability 2011) I personally believe there are benefits as well as negatives when it comes to negotiating and my beliefs are supported by (Reece Walker 2007). Some negatives are that negotiated targets may become too unmanageable, so be mindful of the acronym SMART Specific, measurable, Achievable, Realistic, Time bound. Follow these rules and both you; your learners will not go far wrong. Inclusive Learning Whilst researching this subject in depth, you come to understand how many teachers could view this as quite complex, but does it have to be? Well after reading so much myself my views didn’t change. Inclusive learning to me is simple; it’s about making the educational system accessible to all learners regardless of physical, mental or emotional needs. I could take quotes down from numerous authors, some which may hit all the right notes, but for me one short explanation on (Wikipedia Dictionary 2011). Fully inclusive schools which are rare, no longer distinguish between â€Å"general Education† and â€Å"Special Education† programs, instead, the school is restricted so that all students learn together. Although in some circumstances this is not always possible, we can adopt our attitudes and surroundings to include a vast number of disadvantaged students. In a study it has shown that it can have a positive effect on both students with or without special needs, it can help with reading, individualised educational programs (IEPs), improving communication and social skills. Positive effects on students without disabilities, include, the development of positive attitudes and perceptions of people with disabilities. (Wikipedia Jan 2012). You will always get critics who maintain special needs students are individualised, and in some studies the results show they may be right, but I maintain that in my teaching there will always be a place for Inclusive Learning to all. UNESCO) The United Nations Educational, Scientific and cultural organisation says: Inclusion refers to more than students with special needs; it is centred on the inclusion of marginalised groups, such as religious, racial, ethnic, linguistic minorities, immigrants, poor, and students with disabilities, hiv/aids patients, remote populations and more. So my answer is No, it do es not have to be. Inclusion, diversity, entitlement, differentiation, ensuring equal opportunities and personalised learning all require teachers to treat all students as Individuals. It’s as simple as that!!! Functional skillsFunctional skills are used in the broad sense to ensure that every learner is provided with the skills, abilities and knowledge needed to undertake responsibility in their everyday life, work, education and community. Functional skills are integrated into all my lesson plans, wherever possible. However, within my organisation, there is 2 hrs. a week set aside for specialist teaching, for all students. Which whilst this, is a good thing, it does not mean I can neglect this subject. But a quote from (Quality Improvement Agency) (Jan 2012) â€Å"You wouldn’t expect a maths teacher to teach plastering – so why on earth do you expect a plasterer to teach maths? † A very good point just goes to show how things have moved on. ICT in Decorating is becoming a common thing; it is used for liaising with clients, keeping financial records and dealing with stock etc. Numeracy is also an important part of my industry, from doing invoices, estimates, ordering of stock, measuring and cutting wallpapers and many more aspects of the trade. Literacy is vastly used when students have written papers to produce, invoices and estimates to write, the reading of all sorts of technical data regarding materials, drawings etc. I would also like to speak about language, which is an integral part of the decorating profession, from speaking and listening to clients, to working with clients and colleagues, whose first language may not be English and to make good use of positive body language. All are skills which can always be worked on. CommunicationThe types of communication, verbal and non-verbal are used in everyday life usually at the same time. I feel as a teacher you must be able to understand how your learners receive what you are saying and doing. I also believe effective communication allows for you to take control of your class and to maintain their respect and behaviour. Body language (non-verbal) is used without even thinking about it, gestures, facial expressions, rolling eyes and even the way we stand, can affect the way your students perceive you. When we talk (verbal) we think about the things we say and how we say them, the tone and pitch used influences the way we communicate. â€Å"Empathy and sympathy are also skills of communication, however, don’t be too keen to reveal to your learners personal information about you. † (Gravells Simpson 2009). To ensure for effective communication the teacher must ensure for any barriers learners have to be removed. Barriers prevent students from learning; therefore they have an effect upon their performance educationally, socially and personally. You should always take into consideration any physical, psychological and physiological factors that are barriers, learning difficulties, English may be a second language, or just the way you’re presenting it and the jargon being used. Communication is conveying and receiving information through words and actions. It is vital that you relay this information correctly, so as to improve your learner’s education. Summary I have written the content based upon my own personal and professional experiences. This has all been reinforced by researching books, internet, DTLLS sessions and mini teaching lessons by my peers. Learners naturally want to achieve but are not sure how, things that are not familiar or if there are personal, professional, social issues can become barriers, these can be removed by negotiations. This has been clarified by my research. Learner achievement works and develops immensely through inclusive learning, which I strongly believe in. Within my profession there are two sides, one being practical and the other theory. Practical is normally fairly straight forward, with the learner showing competence and knowledge of a decorating task. The theory side is more complicated as Health Safety etc. get more intricate, that’s where functional skills work well. There is a great deal of information out there, you need to sift through it, take on board what applies to you, and your students in the planning and enabling learning sector. Then your teaching skills will improve immensely, benefiting all involved. The research I have carried out has certainly helped to broaden my knowledge on, planning and enabling learning. I will use this to develop my students educational learning.