Planning and Enabling Learning
Introduction
This paper will discuss the method of research to be used with regards to the Lifelong Learning Sector (LLS). It shall look at inclusive learning, integrating functional skills into the subject area as well as communication and the possible barriers involved and integrating functional skills into the subject being taught. It was decided after much research on the internet and the use of books, that there is much to write about inclusive learning, negotiating with learners, integrating functional skills and communication. Generally, the research of Petty, Scales, Kyriacou and Duckworth, Wood, Dickinson and Bostock were used. The internet was a good source of information to further expand on the subjects.
Negotiating with Learners
As Petty (2004) states, “If learners don’t know what they are to do, they are most unlikely to do it! Students must understand the tasks, for example the differences between ‘evaluate’, ‘analyse’ and ‘describe’. They must also understand the criteria for a good piece of work, which includes the ‘assessment Criteria’. They need to know what they are aiming for.”
Initial assessment begins the process of identifying abilities, interests, aspirations and needs and informs selection of the right learning programme. It can include an initial assessment tool as part of the identification of a learner’s literacy and numeracy level. During the decision phase, an initial assessment test would be carried out to enable one to identify the relevant aims and specific objectives of the training to be provided. Initial assessment is the beginning of the teacher and learner’s relationship, allowing the teacher to identify and discover whether there are any learners with difficulties and disabilities and if the learner is confident to talk about them. By recording this information, plans towards teaching can be made so every learner feels included and able to progress in their learning experience. This...