Pel Theory Assessment Level 4
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- Date Submitted: 05/27/2013 07:59 AM
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Negotiating with learners
Every teaching programme or teaching/training cycle in theoretical terms begins with a minimum necessary amount of introductions. The teacher introduces the organisation, the programme and him or herself, and of course students get to introduce themselves to the teacher as swell as to each other.
Gravells & Simpson (2010) recognise this stage as induction and in their own words they state: ‘the induction process encompasses a range of information and activities preparing your learners for the programme’ and in the continuation to this statement they also say ‘for example, information, advice, guidance and initial assessment’.
Although I fully understand the meaning of their descriptions and statements I find the structure of the underlined sentence above somewhat inappropriate and misleading. I specifically refer to the use of words ‘for example’, as such sentence structure suggests vague and indefinite description of the main induction factors. In my personal experience and according to Wilson (2009) and other sources, induction is the process that is precisely about the information, advice, guidance and initial assessment.
There may be various forms and strategies in the way induction is managed and administered but it is still a process that provides a fundamental platform for a correct establishment of a teaching/training cycle by providing information, advice, guidance and initial assessment.
This initial contact between the teacher and the learners is very important for setting the good foundations for the entire learning process.
This stage is also referred to as a diagnostic assessment, and it is about collecting information about learners such as their learning styles or level of their skills from different sources such as application forms, self-assessments, observation and interviews.
There are many aspects of basic information that needs to be exchanged between the parties in order to set the course on the good...
Every teaching programme or teaching/training cycle in theoretical terms begins with a minimum necessary amount of introductions. The teacher introduces the organisation, the programme and him or herself, and of course students get to introduce themselves to the teacher as swell as to each other.
Gravells & Simpson (2010) recognise this stage as induction and in their own words they state: ‘the induction process encompasses a range of information and activities preparing your learners for the programme’ and in the continuation to this statement they also say ‘for example, information, advice, guidance and initial assessment’.
Although I fully understand the meaning of their descriptions and statements I find the structure of the underlined sentence above somewhat inappropriate and misleading. I specifically refer to the use of words ‘for example’, as such sentence structure suggests vague and indefinite description of the main induction factors. In my personal experience and according to Wilson (2009) and other sources, induction is the process that is precisely about the information, advice, guidance and initial assessment.
There may be various forms and strategies in the way induction is managed and administered but it is still a process that provides a fundamental platform for a correct establishment of a teaching/training cycle by providing information, advice, guidance and initial assessment.
This initial contact between the teacher and the learners is very important for setting the good foundations for the entire learning process.
This stage is also referred to as a diagnostic assessment, and it is about collecting information about learners such as their learning styles or level of their skills from different sources such as application forms, self-assessments, observation and interviews.
There are many aspects of basic information that needs to be exchanged between the parties in order to set the course on the good...