Delivering Lifelong Learning Essay

Introduction.Learning is an argona of our lives that we all deal in from the time we are born to the time we die. Lifelong acquisition is of key importance for mortals of all ages with an abundance of benefits. Learning encap equal to(p)s the soulfulness to be break dance cognizant in periodical lifetime and thitherfore the singular becomes more than active in and contributes to society and this stags much(prenominal) individual a better citizen. Lifelong breeding contributes to an individuals personal hale be and fulfillment. Lifelong acquire supports an individuals creativity and establishment and as such(prenominal) increases the potential for paid or unpaid flow experiences for satisfaction. Quote Education is the most powerful weapon you can kind function to change the world Unquote, and so for me to successfully be able to implement comprehensive nurture and instruction approaches in accordance with infixed routinees and immaterial requirements I w ould suppose requires rough form of recognised qualifications.To complete this strong I leave be focusing on my present t apieceing valuement. I am actively problematical in the dogma and training of ESOL students at two separate womens academy campuses. My input is over two days with two morning academic terms and i laternoon school term delivering submission level 1&2 basic Mathematics and side as intumesce as level 1&2 operating(a) skills. 1.1 Create a purposeful, inclusive discipline and teaching environment. Maslows hiearchy of needs tells us that students bequeath non be able to learn gear upively if their asylum and belonging needs are not met. As such I required to pay close attention to the physical distance and institution layout of the differentiateroom. My initial feel for the low gear classroom/ learning environment that I encountered was congestion by that I stiff it was a fair size room but the layout gave an impression that there wasnt enou gh space for students to move about. in that respect were five large desks seating four or five students and so moving from one area to the next signifyt that whatsoever students had to physically stand and maneuver their chairs to access passing. This was where I felt that I needed to connect with the students in such a manner that the force field be taught was of importance that they enjoyed the learning experienceand they understood clearly what was being taught.Once I placed that into my mind I felt better as these students were here in this learning environment for a few weeks and I am the new person here. I greeted the group with sugariness and smiles as I entered the room and the response was ever so grand seeing all these smiling awards made me feel very welcomed. Their personal tutor gave a short explanation of my presence and asked me to do the honors of my receive introduction. I knew there and then that this was my opportune moment and as first impressions coun t this had to be very good after all I am the new comer. preliminary to this I had already met and discussed the different groups that I would be involved with for my teaching behave placement with the Assistant coach for these campus sites and I as well as knew which teachers I would be co-teaching with as well as the desired days and times. I was made aware of the external requirements and the internal processes for each scholarly person to participate in these learning programs. I knew that each individual had an initial diagnostic assessment to meet the level of learning.I was made aware of the special needs requirements. Whilst I was happy to be given such teaching I cherished to check for myself and with see I could not just accept all of this at face value I would be sure to check the validity of the information shared with me. there is the saying seeing is believing and I needed evidence. Well, as I was saying my initial greeting and purpose was a pleasant and warm one for me as well as the group. I informed them of my past conk out experiences that I had a family and my country of linage and where I was educated. I also mentioned places that I had travelled to and worked in the educational arena and eyes lit up with smiles, I knew then that I had captured the attention and to a certain degree the hearts of these wonderful women who precious to make a difference in society and to themselves by winning in this learning program. I felt good as I detected that they were even more warm and accommodating and that I had welcomed them into my arena and they accepted me. In continuing to create a purposeful, inclusive learning and teaching environment I needed to acknowledge the diverse make up of the learning group that amounted for celebration as part of the impressiveness in daily life and living.I asked if the group could individually aver themselves by saying their names and with permission their country of origin. To continue on the same s pirit of connectedness as I am the appetiser who allow for be involved in their learning I wished to know from themselves a little about their prior learning experiences from pre- entry level to this entry level 2/3. Amazingly they volunteered family information which I welcomed and thanked them for. Psychologically the students felt safe to share and clearly this also demonstrate a sense of belonging. I had created a safe environment whereby the students took risks and sometimes the information was not directly from the person concerned but from a close colleague in their presence. I felt that this feelings of safety will enable them to project a go at answering questions and talking / participating in the classroom activities without fear of being ridiculed. With the above in mind I had to be kind of sure that the whole classroom was conducive to this settled environment whereby they all understand firm rules and routines. By this I mean that I emphasizes on the importance of orderliness and tidiness.This I made quite clear was to enable them to expose and be self-confident in their roles as students but not to forget that they are responsible adults also and that we all wish to be valued and in the dress hat way doable. Making sure that the classroom is left in a manner that is welcoming for the next group of prentices and that we never forget our life skills that we brought into the learning arena. I had observed that the displays in the classroom were inviting and pleasant as well as stimulating. This was reflecting a range of teaching and learning activities. I observed the attractively arranged, effectively labelled, relevant and purposeful displays and I was quite impressed wondering when and what will I be adding to this informative and synergistic display. It didnt take very long for that to happen with display from a field trip involving writing and speaking that reflected the learning process as part of the curriculum highlighting key l earning points.As such the inclusive learning and teaching environment for me was not just in the classroom but out in the wider community and this was most raise as I observed how the students interacted in a amicable setting. There was a wide range of reading and learning materials available for the students two(prenominal) in the classroom area as well as in the main library. They were well organised and clearly labelled and tender. The resources were diverse and this was of direct necessitity as there are different learning styles. The availability was through visual, aural and kinaesthetic for different experiences. Creating a purposeful inclusive learning andteaching environment was not just about changing attitudes to learning. It was not just about giving all the support needed both internally and externally. It was not just about the all the activities in class and in the community, it was also about the physical layout of the design of the classroom that support the inclusive and interactive teaching and learning process. Seating and display panels in some areas did not give much work space, and did not yield for the tractability to support work in different contexts.By this I mean for individual work with the adequate space to place materials on the table without infringing on each others work space. Paired work, small group work as well as whole class work had been a concern at times. Limitation for me to move around and be able to see exactly how students were progressing in their given task was inadequate at times. As such with cooperation between the whole group and teachers a large and more appropriate room was made available. This new setting enabled the students the fortune for independence, cooperative learning, collaboration and discussions passim the teaching activities with eye skin senses for the learners. This also gave better access to move about the room that enabled me to ensure more purposeful, inclusive learning and t eaching. heretofore I had to be mindful of the social and emotional dynamics of the learning group as well as subjects and activities being taught/ delivered. I wanted my students to definitely see the course as being important. I wanted them to understand and enjoy each session because everything has an impact on learning and development. The classroom environment was maintained inside the Health and Safety Laws ensuring that all learners were treated fairly and respectfully in that learning environment.1.2 Demonstrate an inclusive approach to teaching and learning in accordance with internal processes and external requirements. An inclusive approach to teaching and learning is a cooperative relationship between learners and teachers. The starting point to such a relationship was with the college requirements / internal processes based on what the learners were hoping to achieve. This first contact was conducted by senior management at the initial stage of the individuals learning journey, the initial assessment. From the institution perspective assessment provides statistical informationfor monitoring the overall performance of the college as well as individual teachers. This also provides information on numbers of students who started the course. The numbers of those who go along and whether successfully passed has been useful in continued recruitments that demonstrates quality and excellence.However one of the main purpose and is of coarse importance is that this initial assessment dish ups to place the learner on the right course. After this initial assessment duplicate into identified learning groups is of great value for personal tutors as there is an element of control over what is taught. However, and I moldiness stress this, individual learners goals must be paramount in the whole process bearing in mind the learning styles identified. A process of matching group interest and individual profile determines the learners interest which is an curre nt internal process with regular updates. This was managed by identifying individual learning targets such as, speaking and listening, reading or writing. Having identified these targets being specific as to how to meet these targets was discussed with the individual learner and this information was documented. Clearly there has to be deadline for achievements with expected supporting. Actual dates of achievements were quite important and by this I mean that some learners achieved positive outcomes before the set expected date and this informed the status of that learner as completing work was documented and dated. For others the documentation on expected outcome was that they had not yet started or that theyre in progress.This happens in all learning settings as everyone has different learning styles or even a combination of styles that has an impact on how well learning has been achieved under certain conditions. The diagnostic assessments will continue throughout the learning an d this is necessary for the continuous support needed for ILPs. ILP is of such great importance in that it must be appropriate for the learning being undertaken, be proclaimed and used by the learner with support and be understood by the learner, basically its what the learner desires. I would say that throughout my teaching and learning experience and, this is ongoing I have experienced a range of learning styles with my learning groups. Inevitable I have had to mould the delivery of subject in such a manner that met the needs of the learners. Once this is managed properly the resulting factor will determine the success of achievements in accordance with (QCF) Qualification and Credit Framework.1.3 Provide opportunities for learners to give their literacy language, numeracy and ICT skills. The Sector Skills Council for lifelong learning on Inclusive Learning approaches for Literacy, Language, Numeracy and ICT skills in the introduction of the companion document mentions that, All teachers need to develop an sentiency of the literacy, language, numeracy and ICT needs of their learners in order for them to teach their area of specialism. The document advertize states that All teachers can play an important part in providing opportunities to develop literacy, language, numeracy and ICT within their learning programs. Teachers get to know their students very well after a little while and as such are able to recognise what interest them most. The initial assessment gives some indication of what they want to learn but the diagnostic assessment informs the ILP. How this process of achievement will happen is based on agreeing goals and actions to achieve those goals. Petty, G (2009, p530) states Each learner is unique and has individual needs. If the needs of our learners are discovered and met, the chances of success are greatly increased.2.0Be able to communicate with learners and other learning professionals to encourage learning.2.1Demonstrate chat methods and media to meet the needs of all learners.2.2Communicate with other learning professionals to meet learner needs and encourage progress.3.0Understand how technology can enhance learning and teaching.3.1Analyse ship canal to use technology to enhance learning and teaching.3.2Evaluate the benefits and limitations of using technology in learning and teaching.4.0Understanding expectations of the minimum meaning in relation to delivering lifelong learning.There are social stigma attached to literacy numeracy and this often prevents adults from seeking the help they need. It is believed that 1 in 6 adults in the UK are functionally illeterate and this skills shot is preventing the country from fully realising its full economic potential. There are social stigmas attached to this which often prevents adults from seeking the help they need. For such individuals tackling this is the first pervert to raising aspiration. The psychological feel good factor will allow for increased self est eem and the confidence to reach their full potential. However being illeterate and innumerate and loseing ICT skills does not mean stupidity. You have to on the ball to get through a day in the UK without these skills and so as a teacher delivering lifelong learning I must be able to help learners to overcome these barriers created by socially bankable norms in this country.Expectations of the minimum force I believe is that all involved in lifelong learning has a responsibility to ensure that learners are provided with every opportunity to develop literacy, language, numeracy and ICT skills. As such it is important that at the initial assessment and induction of students that literacy, language, numeracy and ICT skills are identified. We must understand that Prior learning should be established and evidenced if at all possible to determine the level attained which will inform achievable goals. manifestation at induction and during the course activity to get some image of the l earner performance and what learners likes are, also how they like to do things will determine learning styles. Really this boils down to attitudes, skills and knowledge and what will be the motivating factor for the learners presence in the classroom.4.1Review ship canal in which elements of the minimum core can be demo by delivering lifelong learning. Recognising that literacy, numeracy and ICT programmes must be made easily accessible to the most hard to reach individuals is a key responsibility for the Government. For those who lack the ability to read and write very door appears to be closed. In this present day it is likely that they will e able to confine for jobs as filling in application forms poses some challenges which in effect will make themloose their self worth and confidence. Adults lacking the skills that so many of us take for granted on a daily basis mean that they cant even support their childrens education which is the future generation. If this is not effecti vely managed the revolving door syndrome continues as that is what is being seen at present. National statistics reveal that adults with poor numeracy and literacy skills are twice as likely to be unemployed as those who are competent.4.2Apply minimum core elements in delivering lifelong learning. I will demonstrate this delivery of core elements with evidenced based teaching that I have undertaken and continuing as part of my teaching placement practice.5.0Be able to evaluate own practice in delivering inclusive learning and teaching.5.1Review the effectiveness of own use of inclusive learning and teaching approaches in meeting the needs of all learners.5.2Analyse ways to improve own practice in using learning and teaching approaches to meet the needs of all learners.5.3 Review ways in which own communication skills could be improved.