DTLLS Unit 2 Theory
Central College Nottingham
By Benjamin Turner
Table of Contents
Introduction and Research Methodology
I used the internet to find key information about the subject of “Planning and Enabling Learning” by using different search engines including Google, Ask and Bing. This was a good stepping stone to find information about the unit. This included information on ways we carry out Initial Assessment and the types of information we collect. One site particularly (hants.gov.uk) helped me to discover different methods used to gain the information including Application forms, Interviews, Enrolment forms, Diagnostics test, discussions, one-to-ones, questionnaires and games.
I used Qualitative methods of research to carry out interviews with my Mentor to gather information about the development of Individual Learning Plans (ILP’s) and how to set goals through negotiation. I found this very helpful, allowing me to compare my development of ILP’s with a lecturer who has more experience.
I took regular trips to the library to find books on functional skills, their importance and the best ways to embed these skills into my area of teaching. I found this very helpful and have already started to amend my SoW and Session Plans to allow more opportunity for functional skills. I believe that functional skills are very important to student’s development through education, but also helping them in everyday life.
I used a book by Ian Reece and Stephen Walker (Teaching Training and Learning) and discovered the importance of good communications, and the importance of using different methods of communication to meet the needs of the learner.
I believe, whilst carrying out this research has given me a good insight into the theories behind planning and enabling learning, and ways in which I can integrate these theories into my teaching practice.
Please see Bibliography and Appendix for evidence of resources used and research findings.
Understanding Initial Assessment
Initial Assessment is the first assessment to be carried out with the learner and as described by (Wilson, p134) “Is the term given to that part of the learning process that hopes to combine the learner, the teacher and the curriculum”. As we should already know our role of a teacher and what the curriculum is meant to achieve. Initial assessment uses this gathered information and a set of methods to combine the learner in this process, which in my opinion is the most important part.
We should know as teacher’s, that learners are individuals and should be treated in this manner as much as possible. We might already have information about the student; including personal detail e.g. address, phone number, age, ethnicity and previous qualifications from the first initial assessment method “the Application form”, I believe Initial assessment is much more than just gathering information, providing a good way to get to know your students individuality.
Initial assessment as already discussed is to combine the teacher, curriculum and learner to develop a well balanced teaching and learning programme. One requirement of the initial assessment process is getting to know your students “personality, character and behaviour” (Wilson, p134). The factors which influence Initial assessments are to discover information about your students which includes the following:
Personal Circumstances – Has the student got any personal circumstance which may help or hinder their studies? For example, a young children which may require them to be late to class or miss lessons?
Health Issues – Has the student got any personal circumstances which might need special or specific requirements, for example the student may require special access to the class because of ill health or disability?
Numeracy, language and literacy skills – Has the student got the required skill to achieve the entry requirements of the chosen