Planning and Enabling Learning in the Lifelong Learning Sector

Ann Gravells, Susan Simpson

• Publisher: Learning Matters
• Year: 2010
• Print ISBN: 9781844457984
• eBook ISBN: 9781844458349
• Edition: 2
• Topic: Education
• Subtopic: Adult Education

This was a unit in the CTLLS and DTLLS qualifications, which have now been replaced with the Certificate and Diploma in Education and Training (CET and DET). However, the content has since been updated and is now in the book Principles and Practices of Teaching and Training.
Please note: the qualification unit content contained in the appendices has since changed, and some legislation mentioned in the book has been updated.

1 NEGOTIATING LEARNING
GOALS

Introduction

In this chapter you will learn about:

inducting learners;

icebreaker activities;

agreeing ground rules with learners;

the role of initial assessment in the teaching and learning process;

different methods of initial assessment;

planning and negotiating learning goals;

recording learning goals.

There are activities and examples to help you reflect on the above, which will assist your understanding of how to negotiate learning goals. At the end of each section is an extension activity to stretch and challenge your learning further.

Guidance to addressing the minimum core of literacy, language, numeracy and information and communication technology (ICT) is integrated throughout and referenced at the end of the chapter.

Chapter 7 contains useful pro formas you may wish to use.

This chapter contributes towards the following: scope (S), knowledge (K) and practice (P) aspects of the professional standards (A–F domains) for teachers, tutors and trainers in the Lifelong Learning Sector:

AS1, AS3, AK1.1, AP1.1, AK3.1, AP3.1, AK4.2, AP4.2;

BS2, BS3, BS4, BK1.1, BP1.1, BK1.2, BP1.2, BK2.1, BP2.1, BK2.5, BP2.5, BK3.2, BP3.2, BK3.3, BP3.3, BK3.4, BP3.4, BK3.5, BP3.5, BK4.1, BP4.1, BK5.1, BP5.1, BK5.2, BP5.2; CS1, CS2, CK1.1, CP1.1, CK2.1, CP2.2, CK3.2, CP3.2, CK3.3, CP3.3, CK3.4, CP3.4; DS1, DS2, DK1.1, DP1.1, DK2.1, DP2.1, DK2.2, DP2.2;

ES1, EK1.1, EP1.1;

FS1, FK1.1, FP1.1, FK1.2, FP1.2, FK4.2, FP4.2.

The standards can be accessed at: http://www.lluk.org.uk/documents/professional _standards_for_itts_020107.pdf

Inducting learners

When you start teaching a programme, you will spend a fair amount of time at the beginning introducing your learners to the programme they have applied for, and to your organisation. This is called an induction. The induction process encompasses a range of information and activities preparing your learners for the programme. For example, information, advice, guidance, and initial assessment.

Induction and the initial assessment of your learners could be a key area of your responsibility. By the end of this process both you and your learners should be confident that they are on a programme appropriate for them with a positive outlook towards achieving their learning goals. Your organisation may decide the length of the induction period and what should be covered. You will need to familiarise yourself with the documents; for example, an induction checklist, and the procedures which you will be required to use. As a teacher, you need to know what is expected of you and what is available to you to support your learners. The whole process must reflect the needs of your learners.

Induction aims to develop your learner’s independent learning habits, provide knowledge, and signpost towards any relevant support and guidance that is available; for example, a learner may require additional support for a disability they have disclosed to you.

Activity

Think back to the first induction session you experienced as a learner. What activities took place and what information did you receive? How did it help you? Was there anything else that could have been included?

You may have responded by saying that the induction provided important information about the organisation, the staff and the programme. You were made aware of the policies for reporting absence, evacuating the building in an emergency and where the main facilities were. It would have helped if there had been more information about the programme, the assessment of the qualification and the personal time commitment required.

It may be that your learners will have started their relationship with your organisation before you have met them. They may have seen the programme advertised either in a brochure, newspaper or on a website, and made enquiries or attended an open day or been sent/referred by their employer or agency. They may have formed some opinion already about what they have experienced. This first point of contact is crucial in building the foundations of a good learning experience. Some of your learners will have received information (either a leaflet or details accessed from the organisation’s website) giving a brief outline of the programme and any entry requirements, had an interview and completed the enrolment procedures. Your organisation may produce a learner handbook which will contain all the information the learner needs to know about the organisation. If not, you need to ensure your learners have all the relevant information they need.

However, during the first session with you there may be some learners who have not yet completed all the enrolment paperwork, paid their fees etc., and you may have to plan in sufficient time for this to be completed.

When planning your induction programme, it is important you acknowledge that literacy, language, numeracy and information communication technology (ICT) are important for the achievement of qualifications. Many learners will have struggled with English and maths at school and may therefore experience a lack of confidence in these areas. You will need...

Table of contents

• Cover
• Title
• Copyright
• Contents
• Acknowledgements
• Author statements
• Introduction
• 1 Negotiating learning goals
• 2 Planning for inclusive learning
• 3 Teaching and learning strategies
• 4 Resources
• 5 Communication
• 6 Reflection, evaluation and feedback, and continuing professional development
• 7 Sample documentation
• List of abbreviations and acronyms
• Appendix 1 Planning and enabling learning standards level 3 and level 4
• Appendix 2 Summary of minimum core elements
• Appendix 3 Tips for teaching
• Appendix 4 Teaching and learning resources
• Index