Enabling and Planning Learning

Unit 2 Planning and Enabling Learning
Level 4 Theory Assignment

I researched four points for this assignment they were: negotiating with learners, inclusive learning, integrating functional skills and communication. To gather my evidence I researched literature, internet websites and I drew on what we had covered in our lessons to provide the information I required. My level 3 assignments highlighted key elements and my own personal teaching experience also enabled me to proceed.
Negotiating with learners is an ongoing process. It may take the form of an initial assessment, planning learning goals or setting SMART targets. (Blooms taxonomy is easily understood and widely applied) It is our responsibility to gather as much information as possible to ensure we have placed our learners on the correct level of study and that they have every chance of succeeding on their course. This process begins with an initial assessment in which we identify their literacy and numeracy needs; this is done at the interview stage so if they do not meet the entry requirements we can discuss alternative courses or offer a more support if necessary. We will then complete a diagnostic assessment which gives us even more of a breakdown of the learners needs and also help us decide the level of functional skills that the learner will undertake. As the learners course progresses we will complete action plans to help the learner maintain awareness of their deadlines and also to support the learner and flag up where extra support may be needed. It is important that the learner and tutor negotiate these goals as it will promote a sense of ownership of the targets which creates a contractual agreement between you and the learner.   There are many factors to consider when planning goals such as aspirations, vocationally specific skills, learning styles or difficulties and the learner’s personal circumstances to name a few, we need to be aware of the impact these factors can have on their...