In effective self-assessment, teaching, training and learning are evaluated by the extent to which teachers...
| 2.8 |
challenge and inspire learners. |
Success in adult literacy, numeracy and ESOL provision in the young offender institution context means teachers...
| 2.8.1 |
set learners short-term targets and goals to complete a specific activity for each session. |
| 2.8.2 |
help learners gain confidence through one-to-one, pair or group activities. |
| 2.8.3 |
use a range of teaching methods and activities that motivate learners. |
| 2.8.4 |
map teaching methods to ILPs and the results of learning styles assessments to suit individual learners. |
| 2.8.5 |
use a range of materials that is appropriate for the young offender age group, mapping these to the new standards and curricula to suit individual learning needs. |
| 2.8.6 |
set clear learning goals to enable learners to achieve even within short timescales. |
'Checkpoint 2.8' in other guides:
