Cttls - Planning and Enabling Learning

Negotiating with learners can begin with an effective induction into a program of learning on entry to a classroom through an effective icebreaker and group involvement in setting ground rules to ensure that individuals begin to get to know their companions and feel at ease. Also it can be through an initial assessment process to ensure that the learner is entering a program at the right level for them, with the skills they need. As a trainer I want to know what their aspirations are with regard to the course or program so that ongoing assessment enables them to meet their targets. These targets can be for the overall program or specific indicating what they need or want to achieve in the short term and translated into immediate and manageable tasks and actions. An example of this was in the tutoring course where the early part of the course concentrated on induction, expectations and continual professional development as a tutor.

Inclusive learning is about bringing equality and diversity into the main stream of my learning activities. By bringing the diverse experiences of the learners into the sessions I can enrich their experience.   At the onset of planning and designing learning I consider the learning cycle to identify the needs of the organisation and the individuals and this is then translated into a scheme of work and subsequent session plans. When planning the pilot tutoring course I knew adaptations would be needed so as part of the process learners were encouraged to be active participants in its final formation before roll-out by the incorporation of feedback sheets and sessions. In designing the methods used in this program I considered VARK and the need to treat the learners as adults, i.e. activities involving movement, flip chart work, buzz groups, also independent learning where groups researched and presented their own opinions on methods of assessing learning styles.

As a trainer I need to be competent and confident in my own functional...