In effective self-assessment, teaching, training and learning are evaluated
by the extent to which the learning provider...
| 2.19 |
regularly and clearly informs those with legitimate interest, such as
employers or parents, about learners’ progress. |
|---|
Success in adult literacy, numeracy and ESOL provision in the context of
voluntary and community sector means the learning provider...
| 2.19.1 |
Not applicable in the voluntary and community sector context. |
Key Points for Teachers
- Challenge, motivate and inspire learners.
- Know your subject, whether literacy, numeracy or ESOL, be familiar with
the core curricula and develop your skills and knowledge base at every opportunity.
- Become a qualified teacher with a specialist literacy, numeracy or ESOL
qualification.
- Know how to plan a learning session effectively, with clear aims and
learning objectives. Evaluate the effectiveness of your learning sessions.
- Base your teaching methods on what the learners need to know (their targets),
why they need to know it (the learning context) and how they best learn
it (their individual learning styles).
- Set meaningful and interesting tasks and assignments that help learners
to develop their skills, rather than purely practise what they know or can
do already.
- Keep individual learning plans (ILPs) up to date and ensure that the
learning targets are SMART – if they’re not the learner won’t
achieve them. Monitor your ILPs. Are the learners really demonstrating progress
in the areas you’ve identified together? Compare your ILPs with those
of colleagues (observing the principles of data protection and confidentiality).
- Develop your own strategies for dealing with learners who present challenging
or disruptive behaviours. Discuss with others, if necessary.
- Make sure you understand how to encourage equality of opportunity and
accommodate and celebrate diversity.
- Encourage learners to learn from their mistakes, but also learn from
your own.
- Evaluate your practice. In other words, become a ‘reflective practitioner’.
- Provide learning resources that are inclusive and of good quality.
- Make effective use of ICT in supporting learners: where access to equipment
is difficult, make alternative arrangements (see the case studies ‘Using
ICT’ under CIF Question 2).
- Use the results of initial and on-going assessment to inform and revise
targets within individual learning plans (ILPs).
- Record learners’ progress in sufficient detail and in such a way
that the learners understand what they have to do to further improve their
literacy, numeracy or language skills.
Key Points for Teachers, Advisers and Managers
- Ensure you provide appropriate screening or initial assessment for all
learners, depending on the length of their programme.
- Assess learners with sensitivity in suitably comfortable and secure surroundings.
- Ensure learners have access to appropriate diagnostic assessment.
- Use the results of initial and ongoing assessment to inform and revise
targets within individual learning plans (ILPs).
- Record learners’ progress in sufficient detail and in such a way
that the learners understand what they have to do to further improve their
literacy, numeracy and language skills.
- Use the results of assessment to inform course and programme planning.
'Checkpoint 2.19' in other guides:
