Integrating Functional Skills

Written rational of negotiating with learners, understanding inclusive learning, how to integrate functional skills and how communication can be delivered to the learner

Teaching is based on many different ideas which all come to gether to help create and deliver a session to a group of learners. It is important to understand how, communication, inclusive learning, functional skills and negotiating with learners can lead to effective learning.
Planning teaching and sessions can enable all learners to have the same opportunities to learn equally and will help the teacher to achieve their learning objectives.

Negotiating with learners
Assessment should be used for teachers as well as learners Life long learning UK (2007) Assessment
is a valuable tool for both Teachers and learners to assess how and whether learning has occurred, according to Scales (2008) The principle purpose of assessment is to help people to learn; it should not be about testing people to see at what point they will fail. It is a method of elevating learners to a higher level of learning Everett (2012)
Initial assessment occurs at the beginning of the course or precourse to obtain information about the learner’s skills and knowlage to date.
Formative assessment helps the teacher to see how learners are progressing before moving on to other topics. It includes the effectiveness of the teaching and learning-taking place.
Summative assessment is carried out at the end of the module or the course to assess whether the learning objectives have been achieved this can be via an exam. Other Methods of assessment include the following,
*Observation
* Simulation
* Project and assignment
* Portfolio
* Written questions (essays and short answers)
* Verbal or oral questions
* Professional
* On going assessment
* Questions and answers
* Assignments
* Debates and discussions
Initial assessment should help agree goals between the learner and the teacher; it is god process to help ensure the learner feels supported and happy.

Inclusive learning
Inclusive learning Is about recognising that each learner is if different and each learner will require different information or aids to help them learn, it is about understanding that no one learner should be excluded from any activities within any session. In terms of learning this is where the teacher can really empower their students.
According to Petty (2009) Inclusion, diversity, entitlement, differentiation, ensuring equal opportunities and personalized learning require teachers to treat students as individuals.

When planning sessions it is important that the teacher plans for inclusion, an effective way to do this is to make sure session plans are written beforehand and “includes methods that appeal to visual, auditory, and kinaesthetic learners” Wilson (2009) Sessions should follow a structured style, that includes a introduction, middle and end, it should also include lots of interaction between the teacher and the class, but also make sure there are lots of things to do such as quizzes, visuals (PowerPoint) and games. The teacher should also analyze the class as it progresses to make any needed changes but also make an effort to make sure everyone in the class feel included. “Support your less able learners and stretch the imagination of the gifted ones” Wilson (2009)

The Use of different resources to help each learner get the most from the session is important, aim to be creative with your learners, if there is a lot of talking in a planned session create hand outs to aid visual learners to help them follow, a great way to invite kinaesthic learners to learn is to give them hand outs and ask them to fill in blank words as they go though the session, by making sure the session is varied and has lots to do ensures that the needs of VAK are being met.
Great resource openers, fillers and closers include word searches, quizzes, and crosswords can be given to those learners who are quick to finish or for those who need an alternative
exercise.

Communication
Communication is a means of passing on information from one person to another; it can be verbal, non-verbal or written Gravells (2008)
Communication is generally in one of three ways;
1.Written - this can be long hand, short hand, text, images
2.Verbal - spoken, direct face-to-face or indirect on the telephone
3.Non-verbal, also know as body language – dress, facial expression, Proximity, and touch.
In any communication exchange, the teacher should ensure that what has been offered has been understood. Pausing to summarize the things that have been spoken and heard can do this, and by asking questions to get feedback from learners to make sure they have understood and comprehended the topic.
The key with any communication understands the message, which is being conveyed which can be done via questions and answer sessions, quizzes, questionnaires, feedback sessions.

For communication to be effective the teacher needs to understand the barriers to effective communication these can include the following:
* Jargon and specialist terminology – write specialist words or info On the board so learners understand
* Level of language depends on age of the learner be mindful when Developing hand outs so learners
understand
* Language and accent- speak clearly and slowly
* Noise background noise can be distracting, fans, computers outside Noise
* Listening and writing some people can not write and listen at the Same time, time should be given for note taking
* Talking and listening- speed, timing and allow for thinking time

Integrating functional skills
Functional skills are an initiative that was devised by the government to standardize qualifications in English, maths, and ICT. Functional skills are also known, • Basic skills • Common skills • Key skills • Core skills
However they are now known as functional skills and these refer to the mastery of English (lit and language), maths (numeracy) ICT (info technology) These are the skills that underpin all learning and without them learners will struggle to meet the needs and demands of their chosen qualification, work and life skills.
Government 14-19 education and skills white paper employers have identified functional skills as vital skills to learning, and functional skills can be taught in any class setting.
English/ Literacy – spelling competitions - Discussions - Presentations
Maths – - real life skills - Calculations - Interpreting and presenting results
ICT - finding and selecting information - Entering and developing information.

Embedding functional skills means that English, maths and ICT are delivered within any session in a clear concise way with out the learner realising it is being taught. “ Integrating functional skills into your teaching means that you will set activities which meet the literacy, or numeracy standards; they may or may not be in context. By incorporating functional skills into every activity they will become embedded” Wilson (2009)
Integrating functional skills is essential for helping learners to achieve and succeed in the future.

Learning should engage, motivate and enthuse each learner on an individual basis, this means the learners individual needs should be considered and language, literacy, and numeracy skill levels should be considered, teachers should make sure each learner is taught in a way that they feel engaged, respected, safe, secure, and valued.
Teachers should seek to use communication strategies that are within the learner’s range of understanding to motivate them. Wilson (2009) suggests that teaching and learning strategies should vary according to how the teacher will engage and support the learners within the time allowed, by using a range of learning methods, materials and resources each learner will feel included and supported with in the learning environment.

Reference page

Life long leaning UK (1997) Inclusive learning approaches for literacy, language, numeracy and ICT

Scales. P. (2008) life long learning sector.
Wilson.L. (2009) Practical teaching, a guide to PTLLS and DTLLS,