Planning To Meet The Needs Of Learning

At my place of bend Include, we do not charter ILPs, this is because we hie a twenty week, roll on roll off computer programme and we wouldnt have the time. We do however set goals, at the blow up and during monthly reexaminations, using simplified paper be given.. Our sister comp whatsoever that t apiece pre- xvis do, and I have looked at these documents to glow on anything that would be transferable to my t from each oneing and offer breakments.The role of initial and diagnostic sagacitys is cay for producing individual(a) acquire goals. It is essential to find out exactly where the bookman wants to go, why they argon wanting qualifications, eg for a particular course at college, and what is realistic bearing in mind their diagnostic assessments. Initi on the wholey all students are tested using BKSB to find the level they are and what they faculty achieve with help and teaching from the Functional skills tutor. We carry out sign estimates, (A) and Foundation Learn ing agreements (B) which note career progression aims, some objectives, qualifications to be taken, while with us as well as other backing gathering ain details, health, education and drug and alcohol misuse.Our Initial assessment covers previous get hold ofing experiences, learning styles, personal and social skills, health and personal circumstances as well as the book we can entrust to help the student reach his goals. We overly carry out a monthly review, one of the most primal ways we can slow how the student is performing, his progress, whether he is on track and to a greater extent importantly whether he looking ats hes learning, achieving his goals, and whether he feels sponsored in his learning. This review time, is also a time when the student can tell us what he wants and where we and he could improve outcomes.During the review we can find out how the start few weeks lessons have gone, and together we leave alone set SMART targets, and any behavioural problems , late arrivals, not joining in class and so on are addressed and support that would be helpful, utilisationed out together for the attached month . We also discuss where he would like to go to work experience and try hard to find the correct match, as this is a great deal a spur to his learning. After goals have been decided and any support worked out the student will sign the review sheet which is filed in their learner file, and a copy is given to the student to refer to each day, to remind them of goals and targets.After the Initial Assessment and reviews, our student profile (C) is updated (weekly) and this is used with our menses session fancy as a pointer as to how our students ask supporting. I also carry out tutorials, usually towards the end of each unit when students discuss and work with me on any any stripped or not understood criteria, before completing. The two sessions I have chosen, are on Independent Living (D & E). When supply sessions I essential be sur e that the work I set covers the criteria set by the exam board and balance this with the needs and understanding of my students. I essential also bear in mind my stripped core document.The minimum core will support all teachers in developing inclusive approaches to learners with literacy, numeracy and IT needs and raise achievements of learners on their learning programme LLuk (2007) Obviously I essential embed English, numeracy and IT into session visualisening, bearing in mind that I may well have students as varied in abilities as E1 through to Level 1 or even Level 2. nearly of the units I teach are available in E3 or L1, so I will antitheticaliate between the students as to what level they work at As I frequently have a frame of foreign students speaking very little English when they join, I moldiness call back to embarrass LA1.3, LA1. 6, LA2. 1 and LA2. 3 & . 4. At the reviews the Functional skills tutors will feed in literacy and numeracy problems and goals to be ad dressed during the month, these I need to include in my lesson planning eg L needs to develop spelling and punctuation mark skills, so when planning the next lesson, I look to see if I can incorporate something to build on these eg word searches, or reminding him to be careful with punctuation in his writing.The student in the Initial Assessment (A) needs help and support with reading and writing, so a support worker needs to be written into every session plan to help. In many of the units I teach, class participation in discussions are expected and I must express myself clearly LS1 , LS2, LS3, LL1. I must plan my lesson carrying out LR1 & LR2. Embedding numeracy in a non maths lesson can be tricky, but in session (D) researching a flavorless and tenancy (IT) students had to work out much they would pay out to rent a flat (rent plus deposit etc) and in (E) designed a bedsit, incorporating measurements.Above all when planning a session I must produce a lesson that considers the cau sa content and criteria, it must be relevant to the students, it must take into consideration, their learning needs and goals and and help stretch their capabilities. In the new session plan forms we have a section where we can list each students individual needs, and the strategy for helping this. This section concentrates my mind during planning and actual delivery, to remember each students needs and goals. There is also a section for specialisation which again reminds me of each students goals.All the time I am teaching I must not be complacent , but continually improve my practice. This will be done by, talking with students during their review about the months learning, what they feel they have/have not learnt. By asking students to fill in anonymous evaluation forms. Discussions with the class about the units and what they learnt or would like to learn in the future. Listening to my IVer and her feedback on the students work and on the unit levels, which have passed.Reflecti ng on my teaching is a very important stage in helping me move my lessons and teaching, forward, it is about being more self aware and analysing what happened in my lessons. Schon (1983) suggests reflect while youre doing it and reflect after doing it I like this straight forward approach. Planning to pucker the needs of my learners means I must be continually review my teaching practise, improving on lesson content and find new and different ways of meeting my students needs, raise their self esteem and self deserving which in turn helps self regulation and encourages the student to learn in a classroom setting.