Planning and Enabling Learning

This unit aims to enable learners to understand the learning process and to give them the skills they need to

Teaching and learning is a two-way process and as teachers we can gain an extraordinary amount by listening to feedback from others, by evaluating our own performance regularly and by reflecting on our own practice. We should see areas for development not as negative features of our own teaching but as an opportunity to make teaching even more effective. It is particularly important to listen to our learners – their voice must be heard and their comments taken account of at all levels in an organisation.

In my point of view feedback is an essential tool for learners’ progress. If the student is not assessing their work then they are not learning and given feedback are vital to ensure best practice is maintained and the learners are achieving to their full potential.

Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.

Effective feedback will encourage the learner to progress and by knowing what and when to give feedback is half the battle won, by choosing a moment to give feedback is as valuable as the actual feedback given. The learner basically wants to know two things what is the grade? and how can I improve? The perfect time to give this feedback is as early as possible after the assignment has been completed. Any feedback during the assignment should not interfere with the assignment in progress but instead compliment the good bits and encourage rather than

The delivery of learning support is not complete, however, until you have fed back to both the pupil and the teacher and reviewed your own success as a learning support practitioner. In feeding back to the pupil it is vital that your feedback is constructive. This does not necessarily mean it has to be positive but it is vital that it is not destructive. It should serve to encourage and help the pupil. Feeding back to the teacher is equally as important as this will provide the teacher with information as to individual pupils’ progress, any difficulties they might be having (or indeed that you might be having) and this in turn will feed into planning for the next lesson as per Wilkinson’s Classroom Process Cycle.

As an educator, it is my job to find new ways for my students to learn that coincides with their particular learning style and takes advantage of their strengths. In all practical terms, this will mean finding new ways for each of my students to learn in their own particular way. As a whole, my students will need more reason to learn with authentic experiences, hands-on

And thirdly, the tutorial, where I can discuss and agree my learners’ goals and design their Individual Learning Plan. This helps me to set up smart targets throughout the course and also to do reviews every three weeks. These tutorials are very helpful, because they help me give feedback to my learners regarding their performance in the class.

This can show vocabulary words that they have learned, concepts they have mastered, or subjects that they have studied. The teacher can refer back to these lists regularly to reinforce new concepts and build on old ideas. Specific feedback can be integrated into classroom discussions or on student papers, explaining problems or elaborating further on an idea that the student has learned. Immediate feedback can be critical because it can alter the course of the student’s thinking before they become more confused. The teacher who is observant can correct misinformation or misconceptions quickly to avoid further problems in the student’s learning process. This can be a result of classroom discussions, question and answer sessions, and call and response methods. All forms of feedback have benefits and when used together can create a cohesive picture of the student’s abilities and success. Instructional feedback for students can have several benefits ranging from motivating the student to achieve more to helping them develop more refined metacognition and also possibly giving the student a sense of control over their own educational success (Malley, 1994).

Encourages a positive attitude to learning by engaging students in inquiries and developing their awareness of the process of learning so that they can become lifelong learners.

Learners should be given the opportunity to provide feedback throughout the course, this is necessary in order to evaluate teaching. Feedback from learners can be obtained informally as a group discussion or individually. Daines advises (2006:29) “People do expect feedback about what they are doing. Constructive feedback tells them that they are on the right lines, working to an appropriate standard and provides them with ideas on how to improve and develop. It is, motivating and confirms that what’s being

To provide a nurturing environment for the development of lifelong learners and collaborative and individual achievement.

The student was able to listen to and respond to feedback in order to have an overall improvement. For example, in the castle game (whiffle ball/target) he was initially unsuccessful. However, after the teacher came over and get him a few pointers he was able to hit the target 7 times in a row. This is an indicator that he is learning and improving new concepts. His success in the game made him more engaged. This meant that was he wasn’t hitting the target he would as for more feedback or tips to become more successful. Additionally, in the castle game he got praise and feedback for his improvements. Other than the castle game he only praise in the other games. The praise was for his effort in the games rather than his ability to do the skill being taught. Overall, I would say he made improvement on the concepts being taught as he was able to acknowledged, learn and responded respectfully to both constructive criticism and

|allow the learners to meet their needs in learning a subject whether individually or in a group. |

At the same time in order for the learning to be effective it needs to engage with the goals of the individual learner in terms of personal development or career development.