Does skills development and work related skills interventions as a collaborated approach, support more claimants into employment on Work Programme?

Does skills development and work related skills interventions as a collaborated approach, support more claimants into employment on Work Programme?

As the sole trainer on WP it is my responsibility to identify a scheme of work that best fits the claimants and increases their work skills and employability. I intend on designing sessions that focus on the development of practical work skills and how these skills are linked with competencies in the workplace. 

How can I encourage participation and interaction of withdrawn or shy learners with their peers and myself (the teacher) whilst in the classroom?

How can I encourage participation and interaction of withdrawn or shy learners with their peers and myself (the teacher) whilst in the classroom?

I want to research and develop strategies for dealing with shy and withdrawn students so that they can become a bit more confident and so that they don’t feel awkward within the class. I am interested in finding out why some students are very confident in the classroom and will communicate freely and why others don’t.

Do students engage more with lessons when a flipped classroom is implemented?

Do students engage more with lessons when a flipped classroom is implemented?

This is the technique whereby students review lesson material in advance of a class, freeing up time in the class for more student-led activities. In effect, the homework is the lesson material and what was previously done as homework is now completed in the class. I have heard about flipped classrooms and have previously conducted some basic research around the area and I’ve wondered whether I could implement something similar. However, I didn’t want to make any significant changes to my teaching without first considering the implications

How to work more effectively with mixed ability groups in a Training Environment

Choosing this area for action research was prompted during my own reflective practice from
delivering Training to Officers within the National Crime Agency. I based my decision on three things;
1) Its’ a topic that I am very interested in and confident to examine.
2) Its creative and allows me to consider new areas of interest
3) Its’ not too broad and the topic fits the scope of my paper by focusing on students working for the NCA.

READ MORE

For a vocational, day release course, where the learner is in full time employment, does additional communication between the teacher/ learner/ employer improve student learning & engagement?

My reasons for this particular area of research is in hope to better the student engagement in the course by re-enforcing study habits through communicating, while utilizing some innovative ideas to drive forward the future success of our students, and embed study skills for the duration of this 3 year course. I feel I will benefit from this project, as I will be teaching to more engaged students, should my action research implementation prove successful.

READ MORE

Work based placements are a key focal point of Employability Training today - How valuable are they to our students; how much do they affect their chances of finding work?

Recently I have noted that placements have become harder to set up and deliver within the given timeframe due to internal department and organisational process changes and I am concerned that the delays and difficulties we are encountering may be affecting our student’s prospects of finding work.


I believe that placements play a valuable role in the success of young people finding work in today’s difficult job market and delays in providing them have a detrimental effect on the learners progress as well as a knock on effect on my teaching schedule.

READ MORE

How can different behavioural management techniques positively influence the learning experiences of children with ADHD?

ADHD affects everyone differently, but I have noticed that these students seem to struggle the most at finding a coping mechanism within lessons that will aid them to control their behaviour enough to enable both them to be able to concentrate to learn and also to not be a distraction to the rest of the class for them to be able to learn. This is why I have chosen the question ‘How can different behavioural management techniques positively influence the learning experiences of children with ADHD?’ for this action research project. I aim to try and find some workable solutions to this problem.

READ MORE

To what extent do past mathematical learning experiences affect how people view maths as a subject? How does this create barriers to their future mathematical learning capabilities?

A large proportion of people appear to believe that they have some kind of ‘innate’ problem regarding understanding maths. I also encounter some people that are actually made uncomfortable by the notion of mathematics to the point where some learners are reduced to tears when faced with certain questions. These are obvious problems as they both go against the very important aspect of learning, which is motivation.

READ MORE

Developing Curriculum Strategies of Embedded Functional Skills - A Research Project Focused On Topics That Interest 14-16 Year Olds

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

READ MORE

How Can Educators Overcome The Barriers of Teaching Academic Subjects to Students Learning in English as a Second Language When Resources Are Scarce?

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.

READ MORE

Vocational Training In Prisons

There are many factors that have been explored and documented to explain why people turn to crime. Many of these early criminology theories had at their core, the premise that crime is more prevalent in sectors of society that are deprived and where young people have little education.


In prisons in the UK today education and the attempt to offer skills to a previously unskilled and uneducated prison population has proved successful in part. This work will attempt to discover what factors might put a prisoner off taking up vocational training offered and what measures could be taken to encourage more prisoners to enrol in further education or vocational training.

READ MORE

Essentials of Enhancing International Students Learning through Strategic Planning and Guided Support.

Identifying learning needs for International students are very important during Induction week. This enables appointed tutors to identify the limitations and the opportunity for curriculum plan to make necessary amendments at the early stage. Thus, this action research project aim to discuss the importance of identifying learning needs of international Students to design and plan the curriculum at the early stages of their study during induction and early term.


Why International Students?
Teaching at many private colleges for the past 5 years as a management tutor, it was identified that international students took half of the year to settle down within their studies due to following reasons,
Changes in their physical environment.
Language barrier (speaking and creative writing)
 Changes in Learning methods and Practices (Functional Learning)

READ MORE

Understanding The Cognitive Domain Of The Pashto Learners

According to the Foreign Services Institute (FSI), Pashto language is linguistically and culturally considered significantly different from English and is placed in category four with regards to its level of difficulty for an English speaker (FSI, 2011). It requires eleven hundred class hours or forty-four weeks to reach to a General Professional Proficiency level 3 in speaking (S3) and reading (R3) (FSI, 2011).

For an English speaker, Pashto can be very difficult to learn because of a variety of reasons. These problems may include grammatical structure, limited vowels, strange alphabets, Arabic writing script, drastic cultural differences, etc. To address this issue, one need to understand what are the real difficulties/problems for an English speaker to learn Pashto language? An exploratory approach is needed to find out the most salient problems involved in Pashto learning.

READ MORE

Face To Face Teaching Vs. E-Learning - Which is More Appropriate For Entry Level 3 Literacy Learners?

This main purpose of this action research is not to compare online and traditional face-to-face teaching but merely to prove which one is more suitable for learners with very low literacy skills. At this present moment there is a huge demand for tutors in the lifelong learning sector to incorporate e-learning into their teaching and learning so that learners are equipped with ICT skills with a view that this will enable them to participate effectively in modern society. However, because many of the learners I teach are mature learners who are used to being taught traditionally, have never used a computer before and some do not have English as their first language, they are left struggling with their course.

READ MORE

The Kinetic Lesson: An Approach for Disengaged Students

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.

READ MORE

Teaching Experience Or Qualification?

The aim of the study is to examine the perceptions of the language teachers regarding teaching at Defence School of Languages. The design involved carrying out qualitative interviews with the teacher colleagues to record their views and perceptions. Five questions guided the interviews. Two main themes were generated from the analysis of the interviews. They were “teaching qualification “and “teaching experience”.

READ MORE

Men In Childcare

This paper will examine the role of men in early childcare and education; whether men are fully represented in the childcare workforce, and if not, what can be done to increase the range and availability of training to promote childcare as a worthwhile and credible career option for men.
And the question is….
 ‘Why don’t more men get involved with the care and education of babies and young children?
 What can we do to make this a more attractive career for men, and what are the benefits, if any, of so doing?
 Are there barriers to men choosing this pathway which could be removed, and if so, how?’

READ MORE