Planning and Enabling Learning

Within the area that we teach which is NVQ level2 and 3 funded training it is a given that we undertake negotiated learning with our students and to this end we have in place a number of steps we take with our prospective learners in order to identify and analyse which entry level would suit their needs best and how we can support and facilitate a ‘successful learning journey’ for them. This takes the format of an initial assessment which includes: functional skills tests; a learning styles questionnaire and an individual learning plan which has some questions about their individual goals, (which I will come back to). To follow on we are very aware of the importance of inclusivity in the learning process and are continually assessing our delivery and resources to accommodate the differing needs of our learners. Whenever possible we look at ways of integrating functional skills into our programme and are aware of how the use of good communication both verbal and para-verbal and non verbal; can effect the learning outcome of any learning cycle in a positive way.
For my research into the four topics of negotiating with learners; Inclusive learning; Integrating functional skills and communication, I used both the internet and Gravells and Simpson ‘Planning and Enabling in the Lifelong Learning Sector’. For the first of the four topics, negotiating learning, I came across a variety of sources of information on the internet on this subject as you will see from my research tracker. I found research papers on factors that affect negotiation in higher education to information and resources from the excellence gateway which included some excellent activities from the Ofsted good practice database. However the area that caught my imagination was goal setting; as discussed in my 2nd Journal I had identified that we had been paying lip service to the goal questions we set in our individual Learning Plan. From my research I found a plethora of information which all confirmed...