Unit 2 Planning And Enabling Learning Analysis
Unit 2 Planning and Enabling Learning – Level 4
Theory Assessment
I am at present teaching Management and Team Leader BTEC courses at Level 3 and 2 respectively. I also teach a bespoke “Colleague to Team Leader “ course that I have written for the NHS in Derbyshire. The learners I am teaching have varied background, experience and ability and ages range from 22 to 64.
The purpose of this assignment is to show how the topics discussed have affected my teaching. The first subject covered is “Negotiating With Learners”. I would like to learn new methods of doing this with the intention of “Hitting the ground running” more, i.e. sometimes I have felt that some leaner groups take a little time to fully engage with my sessions. By negotiating …show more content…
I believe it also shows that FS skills can be found in almost any activity. The FS skills are the basic skills needed to function ie understanding written text, basic maths skills and ICT. The ICT part is probably the one most likely to cause concern for non IT literate learners, who in the minority still occur. On a recent Team leader course Initial Assessment found 2 learners who were IT Illiterate, and had no personal recourse to IT equipment. They were advised that they would need to address this before commencing on the Apprenticeship and support was sourced from Chesterfield College to achieve this.
I have been involved in a process of Embedding functional skills into our Apprenticeship programme for a year now. I believe there is a widespread fear of this process within teaching organisations. Many people seem to be under the impression that all courses need to be rewritten to Integrate Functional skills. My experience shows that this is far from the case. Having looked at some of the lessons being delivered by my fellow DTTLS students I have found examples of Functional Skills in all of them. The “trick” is to recognise and develop them once found and put appropriate assessment tools in place to prove learning and …show more content…
I have now applied those skills to the classroom and find I have been very successful in keeping learners engaged during sessions. I have also been on course at Chesterfield College where I have been dismayed at the level of awareness of non verbal communication shown by some teachers with many years of teaching experience. I believe this is very often down to arrogance or complacency i.e they believe that as they have doing the “job” for years they know what they are doing. This type of teacher very often will blame the learners for a failure to engage, for instance saying “they don’t listen”. If the learner appears not to be listening it is the duty of the teacher to change the delivery of the message. This can relate back to Inclusivity and possibly even the negotiation process at the start of
Theory Assessment
I am at present teaching Management and Team Leader BTEC courses at Level 3 and 2 respectively. I also teach a bespoke “Colleague to Team Leader “ course that I have written for the NHS in Derbyshire. The learners I am teaching have varied background, experience and ability and ages range from 22 to 64.
The purpose of this assignment is to show how the topics discussed have affected my teaching. The first subject covered is “Negotiating With Learners”. I would like to learn new methods of doing this with the intention of “Hitting the ground running” more, i.e. sometimes I have felt that some leaner groups take a little time to fully engage with my sessions. By negotiating …show more content…
I believe it also shows that FS skills can be found in almost any activity. The FS skills are the basic skills needed to function ie understanding written text, basic maths skills and ICT. The ICT part is probably the one most likely to cause concern for non IT literate learners, who in the minority still occur. On a recent Team leader course Initial Assessment found 2 learners who were IT Illiterate, and had no personal recourse to IT equipment. They were advised that they would need to address this before commencing on the Apprenticeship and support was sourced from Chesterfield College to achieve this.
I have been involved in a process of Embedding functional skills into our Apprenticeship programme for a year now. I believe there is a widespread fear of this process within teaching organisations. Many people seem to be under the impression that all courses need to be rewritten to Integrate Functional skills. My experience shows that this is far from the case. Having looked at some of the lessons being delivered by my fellow DTTLS students I have found examples of Functional Skills in all of them. The “trick” is to recognise and develop them once found and put appropriate assessment tools in place to prove learning and …show more content…
I have now applied those skills to the classroom and find I have been very successful in keeping learners engaged during sessions. I have also been on course at Chesterfield College where I have been dismayed at the level of awareness of non verbal communication shown by some teachers with many years of teaching experience. I believe this is very often down to arrogance or complacency i.e they believe that as they have doing the “job” for years they know what they are doing. This type of teacher very often will blame the learners for a failure to engage, for instance saying “they don’t listen”. If the learner appears not to be listening it is the duty of the teacher to change the delivery of the message. This can relate back to Inclusivity and possibly even the negotiation process at the start of