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Extra info for Planning and Enabling Learning in the Lifelong Learning Sector

Example text

However, it may be that you will decide on your own aims in negotiation with your learners if you are designing your own syllabus for a programme without an accredited qualification. Example Helga is due to teach a programme for beginners who wish to use the internet. Her overall aim is: to provide an introduction to using the internet. The aims for her first session are: learners will know and understand all about search engines and e-mail functions. qxd 28/5/08 16:26 Page 25 PLANNING FOR INCLUSIVE LEARNING These aims are rather vague and do not reflect what the learners will actually do.

Cognitive, affective and psychomotor. It is important to use a variety of strategies when teaching, using visual and verbal stimuli and providing learners with the opportunity to work in large groups, small groups and individually. If they are to work in a personalised way teachers need to know and understand their individual learners, respond to their enthusiasms and interests, and gear assignments towards building on learners’ strengths and supporting areas which they find hard. Duckett and Jones (2006) It is during the delivery of the main content section of your session that you might adapt your session plan; you need to be flexible to accommodate any changes.

Example Helga is due to teach a programme for beginners who wish to use the internet. Her overall aim is: to provide an introduction to using the internet. The aims for her first session are: learners will know and understand all about search engines and e-mail functions. qxd 28/5/08 16:26 Page 25 PLANNING FOR INCLUSIVE LEARNING These aims are rather vague and do not reflect what the learners will actually do. Aims indicate the general direction in which you want to travel but they are not specific enough to tell you how to get there or when you have arrived.

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