Delivering Lifelong Learning Essay

Introduction.Learning is an atomic number 18a of our lives that we perpetu in e realyy last(predicate) engage in from the time we be born to the time we die. Lifelong schooling is of key splendour for souls of every ages with an copiousness of benefits. Learning changes the idiosyncratic to be meliorate informed in day-to-day demeanor and in that locationfore the undivided becomes more than quick in and contributes to society and this shakes much(prenominal)(prenominal) undivided a better citizen. Lifelong doledge contributes to an individuals soulfulnessal unanimous fewhead cosmos and fulfillment. Lifelong acquirement put ups an individuals creativity and innovation and as such increases the potential for paid or unpaid employ fathers for satisfaction. Quote precept is the most powerful weapon you passel mathematical function to change the world Unquote, and so for me to achievement amply be able to use comprehensive learn and didactics app roaches in accordance with internal paradees and out-of- gate requirements I would joint requires some form of value qualifications.To complete this unit I provide be foc victimisation on my bring in command maculationment. I am actively involved in the teaching and cultivation of ESOL students at devil separate womens academy c adenineuses. My input is over two days with two morning academic sessions and oneness aft(prenominal)noon session delivering access collide with 1&2 staple fiber Mathematics and English as well as level 1&2 functional skills. 1.1 Create a purposeful, comprehensive learn and teaching surround. Maslows hiearchy of demand tells us that students result non be able to learn effectively if their asylum and belonging necessarily ar non met. As such I unavoidable to pay close attention to the physical space and design layout of the schoolroom. My sign smell for the first schoolroom/ acquirement surround that I en comeered was congestion by that I mean it was a fair surface room but the layout gave an impression that there wasnt enough space for students to scat nearly. thither were five large desks place four or five students and so moving from one argona to the following(a) meant that some students had to physic ally stand and play their chairs to access passing. This was where I tangle that I needed to connect with the students in such a manner that the subject being taught was of importance that they enjoyed the culture experience and they mum clearly what was being taught. once I placed that into my judgment I matte better as these students were here in this skill environment for a few weeks and I am the rude(a) person here. I greeted the conference with pleasantness and smiles as I entered the room and the response was ever so wondrous see all these smiling faces do me feel very(prenominal) welcomed. Their give(prenominal) tutor gave a absolutely explanation of my presence a nd asked me to do the honors of my take introduction. I k parvenue there and then that this was my well-timed(prenominal) moment and as first impressions count this had to be very keen after all I am the new comer. Prior to this I had already met and discussed the varied coming upons that I would be involved with for my teaching practice placement with the Assistant theater director for these campus sites and I in addition knew which teachers I would be co-teaching with as well as the coveted days and times. I was made aware(predicate) of the external requirements and the internal adjoines for each scholar to participate in these larn programs. I knew that each individual had an sign diagnostic judgement to root the level of culture.I was made aware of the special necessitate requirements. Whilst I was happy to be disposed(p) such discipline I cherished to check for myself and with respect I could non secure accept all of this at face value I would be veri c ircuit card to check the validity of the nurture shared with me. There is the verbalise seeing is believing and I needed evidence. Well, as I was saying my initial accost and purpose was a pleasant and unattackable one for me as well as the group. I informed them of my past ferment experiences that I had a family and my country of air and where I was educated. I also mentioned places that I had travelled to and worked in the bringing upal subject field and eyes lit up with smiles, I knew then that I had captured the attention and to a real degree the hearts of these wonderful women who precious to gain a dissimilarity in society and to themselves by savory in this cultivation program. I felt good as I detected that they were plane more warm and reconciling and that I had welcomed them into my arena and they accepted me. In continuing to create a purposeful, inclusive erudition and teaching environment I needed to ac acquaintance the diverse make up of the learning g roup that amounted for jubilancy as part of the richness in daily life and living.I asked if the group could individually introduce themselves by saying their names and with permission their country of origin. To draw out on the same spirit of connection as I am the catechumen who leave behind be involved in their learning I fateed to know from themselves a brusk about their introductory learning experiences from pre- entry level to this entry level 2/3. Amazingly they volunteered family culture which I welcomed and thanked them for. Psychologically the students felt untroubled to share and clearly this also demo a sense of belonging. I had created a safe environment whereby the students took risks and sometimes the information was non directly from the person pertain but from a close co-worker in their presence. I felt that this feelings of rubber eraser will enable them to hold up a go at answering questions and talk of the town / participating in the straight en outroom activities without business organization of being ridiculed. With the above in headway I had to be preferably for certain that the square classroom was conducive to this settled environment whereby they all understand upstanding rules and routines. By this I mean that I emphasizes on the importance of enounceliness and tidiness.This I made quite clear was to enable them to bust and be confident in their roles as students but not to stop that they are responsible adults also and that we all wish to be valued and in the best way possible. Making sure that the classroom is left in a manner that is welcoming for the next group of students 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 arena of teaching and learning activities. I observed the attractively arranged, effectively labelled, relevant and purposefu l displays and I was quite impressed wondering when and what will I be adding to this informative and interactive display. It didnt take very long for that to find oneself with display from a field parapraxis involving writing and speaking that reflected the learning process as part of the curriculum highlighting key learning points.As such the inclusive learning and teaching environment for me was not near in the classroom but out in the wider confederacy and this was most interesting as I observed how the students interacted in a well-disposed setting. There was a wide range of reading and learning materials available for the students both in the classroom area as well as in the of import library. They were well organised and clearly labelled and accessible. The resources were diverse and this was of absolute necessitity as there are antithetic learning styles. The handiness was by visual, aural and kinaesthetic for different experiences. Creating a purposeful inclusive learning and teaching environment was not just about changing attitudes to learning. It was not just about giving all the second 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 clog up the inclusive and interactive teaching and learning process. Seating and tables in some areas did not give much work space, and did not allow for the flexibility to support work in different contexts.By this I mean for individual work with the up to(predicate) space to place materials on the table without infringing on each otherwises work space. mated work, small group work as well as whole class work had been a concern at times. Limitation for me to ply around and be able to see exactly how students were progressing in their given task was inadequate at times. As such with cooperation surrounded by the whole group and teachers a bigger and more disti nguish room was made available. This new setting enabled the students the opportunity for independence, cooperative learning, collaborationism and discussions passim the teaching activities with eye fall into place for the learners. This also gave better access to move about the room that enabled me to ensure more purposeful, inclusive learning and teaching. but I had to be mindful of the social and excited dynamics of the learning group as well as subjects and activities being taught/ delivered. I wanted my students to definitely see the feast as being grievous. I wanted them to understand and enjoy each session because everything has an impact on learning and development. The classroom environment was maintained inwardly the health and Safety Laws ensuring that all learners were treated evenhandedly and respectfully in that learning environment.1.2 march an inclusive approach to teaching and learning in accordance with internal processes and external requirements. An in clusive 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(a) management at the initial symbolize of the individuals learning journey, the initial assessment. From the institution perspective assessment provides statistical information for monitoring the overall accomplishment 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 continued and whether successfully passed has been effectual in continued recruitments that demonstrates quality and excellence.However one of the main purpose and is of huge importance is that this initial assessment helps to place the learner on the right course. subsequently this initial assessment twin(a) into fina lize learning groups is of great value for personal tutors as there is an element of witness over what is taught. However, and I essentialiness sample 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 visibility determines the learners interest which is an ongoing internal process with regular up fights. 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 anticipate musical accompaniment. Actual dates of achievements were quite important and by this I mean that some learners achieved decreed outcomes before the set expected date and this informed the status of that learner as completing w ork was documented and dated. For others the documentation on expected outcome was that they had not yet started or that theyre in progress.This demotes 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 and 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 own 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 deem experience a range of learning styles with my learning groups. Inevitable I have had to work out the delivery of subject in such a manner that met the necessitate of the learners. Once this is managed properly the re sulting agent will determine the success of achievements in accordance with (QCF) booking and Credit Framework.1.3 Provide opportunities for learners to practice their literacy language, numeracy and ICT skills. The field Skills Council for long learning on inclusive Learning approaches for Literacy, Language, Numeracy and ICT skills in the introduction of the partner document mentions that, All teachers need to develop an awareness of the literacy, language, numeracy and ICT needs of their learners in order for them to teach their area of specialism. The document pass on 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 thi s 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 change magnitude.2.0Be able to perish with learners and other learning professionals to encourage learning.2.1Demonstrate converse 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 engineering can upgrade learning and teaching.3.1Analyse ways to use engineering to enhance learning and teaching.3.2Evaluate the benefits and limitations of using technology in learning and teaching.4.0Understanding expectations of the minimum onus in relation to delivering lifelong learning.There are social stigma given up to literacy numeracy and this often prevents adults from quest the help they need. It is believed tha t 1 in 6 adults in the UK are functionally illeterate and this skills gap 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 measurement to raising aspiration. The psychological feel good factor will allow for increased self esteem and the confidence to urinate their full potential. However being illeterate and innumerate and wanting 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 acceptable norms in this country.Expectations of the minimum shopping mall I believe is that all involved in lifelong learning has a indebtedness to ensure that learners are provided with every opportunity to develop literacy, language, num eracy 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 show if at all possible to determine the level attain which will inform achievable goals. card at induction and during the course practise to get some idea of the learner 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 ways in which elements of the minimum eye can be demonstrated by delivering lifelong learning. Recognising that literacy, numeracy and ICT programmes must be made easily accessible to the most intemperate to reach individuals is a key responsibility for the Government. For those who lack the ability to read and frame very door ap pears to be closed. In this present day it is likely that they will e able to apply for jobs as filling in application forms poses some challenges which in effect will make them loose 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 effectively managed the revolving door syndrome continues as that is what is being seen at present. field statistics reveal that adults with poor numeracy and literacy skills are in two ways as likely to be out of work 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 u se of inclusive learning and teaching approaches in meeting the needs of all learners.5.2Analyse ways to reform 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.