Individual learning goals Essay

1.1 Analyse the intent of initial and diagnostic treasurement in agreeing singular exploitation goal Gravells, (2012 p98), Initial assessment is a check on scholarly persons prior skill, intimacy or apprehensiveness which is carried out at the author of a programme or division. In agreement with it could be formal, and in general internal task which is produced by the civilize (ILP) to identify assimilators existing skills & achievements in the beginning the programme, gather breeding for course tutor, and item-by-item background. In my practice, I stockpile out Individual information Plan (ILP) interviews to support the team and the honorary society leader or to observe the new intakes as they complete their baseline form sheets which are part of requirements of the acquirement programme for individual or gathering of scamers who apply been admitted into the tutor on a long or short term contracts to organise achiev commensurate targets, a realistic fulfil l excogitates and give t from each oneers a starting point on each learner predicted grades.Also, I unendingly guard out initial assessment at the start of each lesson to ascertain learner prior association of the root to be discussed using multiple choice questions, Oral Q&As, open and disagreeable questions which motivates the learners and gets them sedulous and to create an comprehensive study environment from the start of the lesson. In my practice, I serve the teaching and knowledge environment by supply for whole individual leaners identified attainment panaches enhanced with appropriate resources resembling audio, idiot box etc discovered by encouraging each learners to complete a self-evaluation questionnaire c altogethered a skill Style Inventory (LSI) functioned by Kolb (1984), opus each learner chooses and develops an catching of his or her learning preferences and commit that understanding to enhance his or her bear learning companionship.Gravells (2012 p98) justifyed that diagnostic assessment could be used to ascertain information regarding practical/basic skills and nominal result like literacy, numeracy, ICT skills identified using learning or training needfully analysis by observation and questioning to conform current competence, and understanding. It is a formal workplace assessment requirement in lifelong learning that suffices to identify learners individual, support postulate, preferred learning style.Diagnosticassessment is an infixed device in a teachers tool turnout. It displace be used to diagnose strengths and areas of need in each students. Diagnostic assessment assumes the gathering and careful evaluation of detailed information using students knowledge and skills in a given learning area. The data assist teachers to object for appropriate pedagogy and targeted learning to more in effect scaffold the learning needs of their students. Consequently, diagnostic assessment is used for learning wher e taking action to adjust teaching plays a significant role in improving learning outcomes for all(a) students.Fig1. Diagnostic assessment flowchart. vary from the decision-making loop, Saubern,R (2010 Learners are required to complete questionnaire like The VARK Questionnaire http//www.vark-learn.com/english/page.asp?p=questionnaire to help analyse, identify and meet individual learners needs, preferred learning style and support to allow the learners attain their aim on the programme.2.3 Reflect on how teaching methods meet the needs of all learners Blooms Taxonomy (1956) promotes higher(prenominal) forms of thinking in education activities or learning like analysing and evaluating, rather than just remembering facts (rote learning) which includes three domains cognitive mental skills (Knowledge), affective harvest-time in feelings or emotional areas (Attitude or self) and psychomotor manual or physical skills (Skills). For example, it is summarised as KSA (Knowledge, Skills, a nd Attitude), DTF (Do, Think, and Feel). In my practice, I mostly take the cognitive domain teaching method approach which is appropriate to all the learners and the issuing being taught because it promotes individual and collaborative learning, lectures, team-teaching, practical, research, case studies, discussion, comrade teaching, role play, games etc which help me to meet the learners diverse needs.The learners get fully involved in the lesson and apply their mental knowledge to develop their intellectual skills (Bloom, 1956), by rallying or recognising specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills which start from the simplest behavior to more complex ones As laid out in the citizenship intent of work, I assess the learners to meet the assessment target inthe message and skills set by the awarding body AQA using the (Bloom, 1956) approach which meets all the learners needs in terms of KSA (Knowledge , Skills, and Attitude). In my practice, the learners are informed of the depicted object to be discussed (Child Abuse), they think and try to remembrance data on the let go in the community, they discuss amongst themselves which promote LTT and interaction takes place. externalize 2 countermand from AQA 2012 p32They are able to explain in their own words what they understand by the topic being discussed, apply relevant laws that they researched using the weathervanesite with past tense and recent events on child abuse, thereby meeting VAK (2009) Visual-Auditory-Kinesthetic learning styles set as they move around and look to get the recent information. They in addition discuss and shout out researched examples that they know, revise and brainstorm by seek to suggest possible ways to stop the abuse by reporting, connecter and advocating for charity organisations like NSPCC and so on and also suggest what the brass needs to do in terms of increased punishment to offenders w hich promotes an comprehensive class and meet the needs of all learners one way or the other.A four-stage cyclical possibleness of learning, Kolbs experiential learning theory is a holistic perspective that combines experience, perception, cognition, and behaviour.Figure 2. Kolbs Experiential education ModelKolb believes learning is the process where knowledge is created through the transformation of experience (1984, p.38 cited in class pull down 2014 pg. 5-7). The theory presents a cyclical flummox of learning, consisting of four stages shown above. One may begin at either stage, exclusively must follow each other in the sequence cover experience (or DO), reflective observation (or OBSERVE), abstract conceptuality (or THINK) and active experimentation (or PLAN). In my practice, I facilitate and lead the teaching and learning environment by planning for all individual learners identified learning styles, enhanced with appropriate resources like audio, video etc and discove red from learners completed self-evaluationquestionnaire called a Learning Style Inventory (LSI) designed by Kolb (1984), which promotes and encourages learner-centred and fun independent learning as each learner chooses and develops an understanding of his or her learning preferences and uses that understanding to enhance his or her own learning experience.In one of the lessons, the learners requested to seat in an lax manner like seating sideways or on the computer. aft(prenominal) negotiating with them, they accepted to follow the seating arrangement in the physical classroom to accommodate their different learning styles, which is the traditional desk and chair, pair setting that allows them to finish and concentrate better and be engaged in the lesson as illustrated by Kolbs Experiential Learning Model cited in the class credit line (2014).In agreement with Kolb, (1984), I plan and develop variety of learning activities that will accommodate the different learning styles of the learners (role plays, instructional games, reading, individual assignments, group discussions, brainstorming, online research, design a poster, etc.) which the most difficult, and time-consuming task. In conclusion, I believe that learning works facilitate the process of linking instructional activities to individual learning styles, thereby change magnitude the learners ability to acquire and retain knowledge later on theyve been armed with the knowledge of how they learn, they are able to select appropriate activities, allowing them to learn more quickly, and retain the new information, their study would be much more productive.2.4 Identify ways in which session plans can be vary to meet the individual need of the learners Schools awarding body, AQA, (2012 p20) explains in the GCSE specification enchiridion that diversity and inclusion are promoted by making arrangements for candidates with special needs to help them access the GCSE qualification and subject criteria asse ssments whether any of the skills or knowledge needed by the subject presented a possible difficulty to any candidates, whatever their ethnic background, religion, sex, age, disability or sexuality. In my practice, I plan to promote equality in the classroom to meet the needs of individual learners by differentiating my lesson.For example, in my entrant bodily process, I set higher targets for the gift & talented learners like direct 4 learners to complete 5 questions & level 7 learners to complete 10 questions which keeps themengaged and challenged to throughout the lesson. I eer remember when planning to take a step back at some point of the lesson, by encouraging the G&T learners to tape stems, teach and model their writing or thinking on the bright board, as they discuss, explain answers/solution to a task to a dwell or the class while the less able learners get engaged and consciously correct any error made. The Education conduct (1996), sympathetic Right Act (1998 ), The Special Educational Needs and Disability Act 2001 (SENDA), in agreement with The new Statutory Guidance on inclusive Schooling from the Department for Education and Skills (DfES, 2001) gives clear and strong messages to LEAs, Schools and other bodies that the development of inclusion in schools is principles of an inclusive education service which is cited in SCCD Note 2012 p20)3.1 Review ways in which elements of the minimum core can be demonstrated in planning inclusive learning and teaching The minimum core includes literacy, numeracy, language & ICT. It is a current government requirement crosswise the National syllabus initiative (2002) which has now been implemented into each school and teachers need to enhance and provide opportunities for the learners to demonstrate appropriate knowledge in functional skills (Ellis, 2004 p92). For example, the Numeracy crosswise the Curriculum initiative (2002) was adapted by each subject department especially math by organizing, an d designing a numeracy co-ordinate scheme of work to link using maths in the real world. It set out an concur approach to the teaching of agreed numeracy skills, methods of calculations, and the use of calculators and ICT etc as explained in Ellis (2004 p94). In my practice, I created a starter in my lesson plan to identify learners prior knowledge and build upon the maths with which they affirm been exposed to and makes them feel confident.This allows me to identify learners who have particular difficulty with maths or with every other numeric issues as argued in Ellis, (2004 p97), allowing all the learners to interact positively and discuss as a group telling each other what they know and when they learnt it (mostly in their primary schools) which creates an inclusive learning and teaching atmosphere. In agreement with cross-curricular priorities (2002, cited in Ellis, (2004 p97), I ensured that I decided on SMART and differentiated learning objectives which focuses on and relat es to accuracy, recital andpresentation and reasoning and problem solving which will normally involve consolidation of maths skills and application of the topic being taught. I recall use real life long multiplication problems to provide opportunities for the all the learners to interpret and apply just multiplying 2 or 3 digits number together to reasoning on how it is used on a chance(a) basis without knowing which was fascinating to them.In my practice, I decide and plan several teaching and assessment strategies like questioning, worksheet, discussion, individual/group/ peer assessment etc which allows the learners to think and reflect on their knowledge of mathematics in order to decide by themselves what is expected of them. For example, in my last mathematics lesson, I handed out mental maths worksheet with 10 questions without explain to them what to do as a starter, they attempted all the questions and self-evaluate themselves. Also, the National Curriculum (DfEE/QCA 200 0) and the Framework for Secondary English defined literacy as reading, writing and language and listening to maintain parity. Wray (2001), makes the point when discussing literacy in relation to teaching and learning that It is usual for secondary winding teachers to recognise that many of the processes involved in keep literacy are also involved in developing learning (Wray 2001, p50 cited in Ellis 2004, p83)In my practice, I plan to embed activities like literacy Skill bodily process to provide opportunities for the learners to demonstrate their reading, writing, listening etc skill in my lesson, in my literacy objectives (taken from the systems Framework), but I first of all identify, before I select the aspect of literacy that the learners needs to develop, which will blend in with the topic being taught, and decide the appropriate strategies that will help them to be able to meet the objectives in the lesson as mentioned by Ellis (2004, p83). As explained by Ellis (2004, p 83), my school maths department, adapts the scheme of work from The Framework for Secondary English (2008) which includes literacy objective in combination with QCAs scheme of work their publications Language for Learning (QCA 2000) and language at Work in lessons (QCA 2001) which demonstrate, through worked example, how literacy objectives can be employed effectively in planning the classroom practice.For example, I recall always asking the learners about their prior knowledge (Langer, 1981 cited in Ellis 2004, p83) at the start of each lesson on a topic to be discussed, which allows me to assess their knowledge as a basis for furtherplanning, allowing them to listen, speak and have a practiced synergistic discussion amongst themselves which automatically creates an inclusive learning and teaching atmosphere. I also, plan to observe the learners as they read, write and compose, demonstrate, carry out individual/group activities etc as the main part of the lesson which is an idea derived from Vygotsky (1962). In plenary to reflect upon and take control of the learning which can develop their metacognitive intelligence, (one of seven different intelligences identified by Gardner, 1993 cited in Ellis, 2004 p85) ICT crossways the Curriculum initiative (2004) was described as the technical and cognitive improvement to access, use, develop, create and communicate information appropriately using ICT tools.Learners demonstrate this energy by applying technology purposefully to solve problems, analyse and exchange information develop ideas create models and control devices. They are discriminating in their use of information and ICT tools and systematic in reviewing and contribution that ICT can make to their work as it progresses (DfES 2004, p.7 cited in Ellis 2004, p105). In line with write ups in Figure 10.1 cited in Ellis 2004, p105), and with the other cores, I firstly plan the activities like learning outcomes, assessment point, timing, and learners expecta tions in detail, I prepare support materials like interactive worksheets, displays, plan to assess and evaluate what I want the learners to achieve from the activity with the use of learning objectives, refer to the actual aspect of the activities that provided opportunities for the learner to demonstrate ICT, and discuss and get feedbacks from the learners in terms of access to the equipment and link, and students capabilities.In my practice, I plan to provide opportunities for the learners to demonstrate their ICT skills by introducing the topic and outlining the lesson objectives on the yearn board, and instruct them to access the ICT and on the familiar world wide web links www.mathsisfun.com I plan for them to research the topic and study respectively on it for few minutes before handing out the worksheet for them to check for their knowledge, have a group discussion and self/peer/ peer assessment. I plan for learners with ADHD to complete their work and access the maths game , which serves as a short break before returning to their work which always encourages all the learners to be engaged and complete their work and meet the set target for the lesson promotinginclusive learning and teaching environment.REFERENCES1. Anderson, L. W. et all (2013) Blooms Taxonomy of Learning Domains http//www.nwlink.com/donclark/hrd/bloom.html 2. Chapman, A (2005-2012) free VAK learning styles test. vak visual, auditory, kinesthetic learning styles model and free selftest http//www.businessballs.com/vaklearningstylestest.htm (online) accessed 20/06/2014 11.30 3. Ellis et al (2004) Learning and belief in the secondary school Professional knowledge across the political platform (Part 3) Teaching Literacy across the curriculum (chapter 8) 4th Edn. Learning Matter 4. Ellis et all (2004) Learning and Teaching in the secondary school Professional knowledge across the curriculum (Part 3) Teaching Numeracy across the curriculum (chapter 9) 4th Edn. Learning Matter 5. Ellis et al (2004) Learning and Teaching in the secondary school Professional knowledge across the curriculum (Part 3) Teaching ICT across the curriculum (chapter 10) 4th Edn. Learning Matter 6. Fleming, N (2011) VARK A guide to learning style The VARK Questionnaire-How Do I Learn Best? http//www.vark-learn.com/ english/page.asp?p=questionnaire accessed 19/05/2014 12.00 7. Gravels, Ann. (2012) flip PTLLS assessments 2nd Edn. Chapters10,11 12 sage publications, UK. 8. Kolb, David A. 1984. Experiential Learning Experience as the Source of Learning and Development. Prentice-Hall, Inc., Englewood, Cliffs, N.J. 9. SCCD Hand Notes (2012).Developing Differentiation and lesson planning skills What makes a good lesson (pg. 17-20) 10.SCCD Hand Notes (2012).Developing Differentiation and lesson planning skills What makes a good lesson (pg. 17-20)11. SCCD Hand Notes (2014 pg.5-7 ) Learning-approaches-principles-and-theories-2011-09-12.pdf Division of Learning &Teaching Services 2011 12. SCCD Note (2014) Chapter 1 Know Yourself Socrates Kolbs Experiential Learning Model Unit 3 Foundations for Success Lesson 7 Learning Models accessed 21/06/2014 0100B