Assignment 1.1 Assessment Tasks
2.1 Assessment Tasks
Task 2
Learner Goals and Needs
According to the government teachers are better qualified than in previous decades1, trained specifically with inclusivity in mind in order to understand learners’ needs and goals. In achieving this aim and taking appropriate action in helping and supporting the learner, teachers must, primarily; assess, evaluate, gain more details and personal background knowledge about the learner, commencing with the initial assessment (IA) and diagnostic assessment (DA). The Learning and Skills Improvement Services (LSIS) states the importance of “trainee teachers to be aware of personal social and cultural factors including attitudes, aspirations and attainment”. (LLUK,2013;4,5). Hillier,Y (2003) …show more content…
It is necessary to be familiar with the course programme to complete a SOW for a specific group of learners. Petty,G (2009) talks about the logistics of the SOW (Appendix 1a)
The adult learners who take part in the lessons are multicultural with a varied age group.2 In order to meet the learners’ needs we need to understand them. Adult learners need to know why they are learning, must be motivated to learn and learn best when the subject matter is related to real life situations. (Wilson,L, 2009:360). Rogers,A and Horrock,A (2010) discuss analogical thinking, a feature in the adult learning theory. (Appendix 1b)
In reference to the Esol Jobseekers’ SOW, contents include all relevant topics commencing with life and living in the UK, subsequently gradual introductions into various practices within the topic area of acquiring a job. Inclusively, helping the learners to achieve their goal, with confidence and becoming one with society in the UK. Healey,J points out the priorities for migrants in acquiring the necessary skills in UK (Appendix …show more content…
The best schemes suggest active teaching and learning strategies that require the students to develop an understanding of the content, but also make them use important skills”. b Rogers ,A and Horrocks, A (2010) state “ Adults use analogical thinking, calling upon their existing knowledge and experience and the accumulated experience of others to see possible similarities that may indicate a solution. Adults often tend to rely on the creation of meaningful wholes in order to master new material” enabling “ the adult to incorporate the new material into existing patterns of knowing and behaving.” c
Healey,J, (2001) (Minister for Adult Skills) points out that, “People who have a first language other than English have an important role to play in the country’s economy and in all other aspects of life. If Britain is to fulfil its aim of being an ethnically diverse but fully inclusive society, everyone should have the skills to participate and be successful at
Task 2
Learner Goals and Needs
According to the government teachers are better qualified than in previous decades1, trained specifically with inclusivity in mind in order to understand learners’ needs and goals. In achieving this aim and taking appropriate action in helping and supporting the learner, teachers must, primarily; assess, evaluate, gain more details and personal background knowledge about the learner, commencing with the initial assessment (IA) and diagnostic assessment (DA). The Learning and Skills Improvement Services (LSIS) states the importance of “trainee teachers to be aware of personal social and cultural factors including attitudes, aspirations and attainment”. (LLUK,2013;4,5). Hillier,Y (2003) …show more content…
It is necessary to be familiar with the course programme to complete a SOW for a specific group of learners. Petty,G (2009) talks about the logistics of the SOW (Appendix 1a)
The adult learners who take part in the lessons are multicultural with a varied age group.2 In order to meet the learners’ needs we need to understand them. Adult learners need to know why they are learning, must be motivated to learn and learn best when the subject matter is related to real life situations. (Wilson,L, 2009:360). Rogers,A and Horrock,A (2010) discuss analogical thinking, a feature in the adult learning theory. (Appendix 1b)
In reference to the Esol Jobseekers’ SOW, contents include all relevant topics commencing with life and living in the UK, subsequently gradual introductions into various practices within the topic area of acquiring a job. Inclusively, helping the learners to achieve their goal, with confidence and becoming one with society in the UK. Healey,J points out the priorities for migrants in acquiring the necessary skills in UK (Appendix …show more content…
The best schemes suggest active teaching and learning strategies that require the students to develop an understanding of the content, but also make them use important skills”. b Rogers ,A and Horrocks, A (2010) state “ Adults use analogical thinking, calling upon their existing knowledge and experience and the accumulated experience of others to see possible similarities that may indicate a solution. Adults often tend to rely on the creation of meaningful wholes in order to master new material” enabling “ the adult to incorporate the new material into existing patterns of knowing and behaving.” c
Healey,J, (2001) (Minister for Adult Skills) points out that, “People who have a first language other than English have an important role to play in the country’s economy and in all other aspects of life. If Britain is to fulfil its aim of being an ethnically diverse but fully inclusive society, everyone should have the skills to participate and be successful at