I reviewed at least seventy five per cent of the feedback forms, from programmes that were delivered with mixed groups of learners.....to realise that we as a group of teaching professionals we are inviting students to comment on the programmes that we deliver, but we seem not to incorporate into our practises; which shows that I have not been reflective enough in my practise as I had thought.
Functional Skills is not a term that young people are used to these days and it is complicated to explain what it means. However by explaining what they will gain through completing Maths and English transferrable skills their approach to them is much better. The difficulty is finding that link or topic that will help to develop the curriculum and make learning about functional skills that much easier.
This research project will be looking at developing curriculum strategies of embedded functional skills so that young people are developing and applying the skills through topics that interest them without realising they are doing Maths and English
The main reason for choosing the importance of having varied resources is that it ultimately helps to stimulate the learning environment. If a teacher delivers the same style of lesson every day for twelve weeks at some point one will not be catering for all learning styles and the lack of variety may mean that some learners lose motivation and enthusiasm for the subject studied. It is the role of an educator to inspire learning but one can only fulfil this role if the right resources are used to suit the level and type of learners.
My notes revealed that many students used distraction techniques to avoid work. It became apparent that most students found it difficult to listen effectively to instructions; teachers and teaching assistants would need to repeat those individually. The class had, by March, started controlling the lessons by becoming louder and by denying their abilities.
To develop a strategy for the research, I considered what exactly I would be researching. I wished to understand whether a kinetic lesson (active lesson) would assist the students to learn. Two bottom-set groups will be taught the topic of ‘rounding’ in an active way. In order to measure the learning, I will assess their ability before and after the active lesson, as well as how much they pick up during the activity.
This is an important issue for me as the employability tutor as my main role is to ensure that the learners can and do create a action plan for their release in terms of education, further training and gaining employment.
For this I have to assist the learner to build up a picture of what skills and education they had prior to coming in to prison and what the offenders have gained within prison to develop themselves further with a view to increase their changes of gaining employment and them match this to what they will be doing once released.
At the start of the planning meeting for this year, the organisation had decided to make changes. Instead of assigning tutors a class for the whole year, the unit manager had decided to recognise areas of expertise and assign tutor’s areas of curriculum rather than one singular class. For me, this meant that I would be delivering the safeguarding unit of every level 2 and 3 qualification for classroom assistants across the year. 6 classes in total. In theory, this seemed like an excellent plan, the learners would be getting the best of every tutors area of knowledge meaning that the value of each qualification gained was of greater value. In practice, it has not quite worked.
Information Communication Technologies (ICT) has had a major influence on the way we live, work and learn. Adults without ICT skills are going to have more difficulty gaining employment, promotion or even retaining their jobs, as a result, ICT has become a „Skill for Life'. This simply means that learners need to be equipped with at least the basic ICT skills, creating the need for enhancing inclusive practice, by developing and implementing a variety of activities that can target learners at all levels and abilities. This can be accomplished with the utilisation of existing, new and emerging technologies as well as other available resources.
In January 2007, the Nuffield Review of 14-19 Education and Training (2006) which was put forward to the Education and Skills Select Committee, stated that “The participant study (Entry to Employment Participant Study Final Report, (October 2003) Spielhofer, Mann and Sims LSDA and referred to below) registered overall positive experience of young people in the pathfinder programmes. However, the gains reported were more at the level of personal development and job search skills and much less at that of literacy and numeracy.” This is totally at odds with the outcome of my research findings (maybe I‟ll send them a copy) and mine and my colleagues‟ experience on our E2E programme.
The area of research I have chosen is to look at is the problem of poor uptake of ILM leadership programmes at level 3, 4 and 5. The registrations on these programmes in our centre is falling each year and feedback from enquiries is often that the time to go on the traditional taught programmes is a barrier, as well as travel and accommodation costs to attend. Also leaver rates on these programs are also high with success rates being 25% currently of people starting the programme, 55% of registrations with the ILM. The length of time to complete the programme at level 5 is often over 2 years, compared to target end date of one year.
I am a civilian instructor teaching building finishing skills to students at the Royal School of Military Engineering. The course is designed to provide the skills necessary for Army requirements but to also enable the learner to attain a civilian qualification, the Defence Engineering Diploma Level 2 Building Finisher 500/6097/1). The Army need capable soldiers out in the field so the delivery of training has been redesigned (Training Transformation) to make it “Faster, Cheaper, Better”
Since I started this DTTLS course I have had an opportunity to try and improve aspects of my lessons within reason, ensuring that quality was not compromised. Completing each unit of this course has enabled me to look at the processes that are involved in delivering successful informative lessons and identify areas for much needed improvement.