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Planning to Meet the Needs of Learners in Education and Training

Dec 20, 2017 | 0 comments

Dec 20, 2017 | Essays | 0 comments


Planning to Meet the Needs of Learners in Education and Training

  1. Analyze your role and use of initial and diagnostic assessment in agreeing individual learning goals with learners

Initial and diagnostic assessment involves the process used by trainers to get to know the learners and making a healthy relationship with them. Gravells and Simpson (2010) provided that the initial assessment occurs when learners are introduced to new learning programs. It is a comprehensive approach whereby the trainer and the learner begin to create a picture of their achievements, interests and skills. The learners also build up their learning experiences and needs correlated with their goals. The diagnostic assessment assists in identifying specific learning needs and strengths. It evaluates the learning targets of students and suitable teaching and learning strategies essential in achieving the set goals (Gravells & Simpson 2010).

As an educator, it is imperative to initially assist the learners set achievable goals depending on their abilities as well as desires, and have them write those goals down as a reminder. This aids in mapping the learners’ future progression. It is also essential to evaluate their skills and achievements, and correlate them with their intended target. Carrying out this evaluation would enable the trainer to understand the task ahead and how to meet each learner’s requirements.

  1. Explain how your own planning meets the individual needs of learners

As a trainer, relating to real life circumstances and situations is one of the simplest means of making learning more accessible to both the learners and trainers. This context provides a more perceptive framework for learners’ skills and enhances additional learning (Petty 2009). Besides, allowing the learners to review the literature of the taught subjects enables them keep the information fresh in their minds. This promotes additional learning in the fact that the learners improve their ability to maintain currents skills and create new skills.

Planning provides an opportunity for the implementation of curricula reforms in light of the dynamics and the characteristics present within a group of students, finally resulting to an enhanced learning experience. Educators should plan various strategies depending on the learning environment and the nature of the study. For instance, in case of a technical subject I would allocate more time to practical lessons during planning compared to theoretical as it aid in developing application skills and provide a better understanding of the content. shared the history, views and values and whose sign language is the first language. In Saudi Arabia, classification of the Students adapting to this approach not only focus on the literal aspects of learning but also on the underlying concepts, and their main interest is the task at hand. The further see integration to widen their understanding of a subject across disciplines.

  1. Explain ways in which teaching and learning can be adopted to meet the individual needs of learners

Most classrooms consist of different learners with a wide range of needs, which the trainers have to consider while case study in Los Angeles. Los Angeles: School of Architecture and Urban       planning, teaching and assessing their students. The most effective teaching and learning plans must have clearly stated objectives that the learners should learn. Gravells and Simpson (2010) explained that teaching and learning plans consist of an introduction to the lessons, the engagement of learners in learning activities that enable them understand the content of the lesson, and the opportunities for learners to participate in providing the feedbacks on the lesson learned.Hence, it is paramount for a trainer to know the strengths of every learner, and how they can be assisted to develop their talents, skills and knowledge. While designing teaching and learning plans, it is also important for any trainerto consider the specific learning needs of all the learners (Petty 2009).

Differentiated instruction is another way to be adapted to meet learners’ needs. Learners are different, and they do not learn in the same ways. Withtrainer’s teaching and learning plans in mind, it is essential to know how the students learn and create a design instruction which accounts for the different types of learners (Gravells & Simpson 2010). The trainer has to assess the current knowledge of students on the outcomes, and he or she is likely to evaluate that learners have diverse skills on the planned learning outcomes. Petty (2009) stated that the trainer should also present teaching in different instructional experiences. This can be achieved by making small group of learners and providing them with assignments and projects.

  1. Identify opportunities for Learners to Provide Feedback to Inform Inclusive Practice

Allowing self assessment enables the learners to provide feedback on their learning and development. According to Petty (2009), self-assessment outlines major areas that need improvements and enhances knowledge and skills among the learners. Inclusive learning provides individual needs of the learners; therefore allowing the trainer to develop lesson and activities associated with learner’s needs. Learners’ feedback is more constructive than trainer’s feedback because it only focuses on negative aspects of learning outcomes (Gravells & Simpson 2010). Peer assessment also provides positive effects towards the development of learner cohorts and inclusive learning practice. In relation to the proximal learning theory, learners gain knowledge for each other and this is one of the productive ways of learner feedback.

In addition, use of feedback evaluation forms, question and answer discussion do provide ample opportunities for providing inclusive practice feedback. Requesting learners to freely discuss their thoughts concerning the course as well as the learning approach, and suggest areas they feel need improvement, modification or eradication. This helps the educator evaluates the effectiveness of their learning approach and make amendments where necessary for the benefit of future learners.

  1. Analyze ways in which minimum core elements can be demonstrated in planning inclusive teaching and learning

Proper integration of minimum core elements of language, literacy, numeracy as well as information and communication technology are very vital in the learning process in regard to planning, and the teaching process. Therefore, knowledge and good comprehension of these skills by educators is very crucial since they are fundamental in the effective learning of students as implied by Gravells & Simpson (2010).

A suitable comprehension of language and communication skills by an educator would be useful in writing proper reports and keeping records free of grammatical and language errors concerning learners’ performance and progress. This assists in establishing an effective individual learning plan for learners taking into account the difference in learners’ level of understanding with references to the reports as explicated by Keeley-Browne (2014).

Mathematical knowledge aids in time management and development of a suitable lesson plan that achieves all the learning requirements without putting pressure on both the learner and the educator for the academic year. Mathematical skill does help the educator assists student prepare their own study timetable as well that incorporates all learning activities including teacher consultation period thus improves the learning process ((Keeley-Browne, 2014). Information and communication technology skills make writing and keeping of learners’ performance records easier thus assessing and planning for learners’ needs.



Gravells, A & Simpson, S 2010, ‘Planning and Enabling Learning in the Lifelong Learning

Sector’, Exeter, Learning Matters

Keeley-Browne, L. (2014). Achieving Your Award in Education and Training. Milton

Keynes: Open University Press.

Petty, G 2009, ‘Teaching Today’, 4th Edition, Cheltenham, Nelson Thornes

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