I have also used observation, individual tutorial, as well as discussion, questioning and analysis of learning styles questionnaires to develop the ILPs lesson plans and the scheme of work. I also spoke to the course tutor

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C& G 7407 Stage 2

Unit 109

Identify and assess learners needs

1 Describe a group, or a selection of individuals, their background, barriers to their learning and their learning needs and styles

2 Outline the methods used to obtain the information

3Analyse how the information gathered is used to develop the group’s learning

At present, I am teaching on a basic skills course ‘for two and a half hours a week at Westminster Kingsway College. The course ‘Moving On’ is Entry 3/Level 1 basic skills literacy with the aim of supporting students’ literacy needs via projects.  Last term the students concentrated on writing an autobiography and this term the emphasis is on acquiring job skills. I started in January 05 and am supported by the course tutor who in turn is supported by the course facilitator at the college. In general, the course supports the government ‘Skills for life’ programme which prescribes literacy objectives, a curriculum and an array of materials for students at different levels. At entry 3 the reading and writing targets are defined (see attached)   The students submit a portfolio at the end of the course and also enter the literacy reading level 1 examination.

The group consists of   twenty students with an average attendance of approximately 13-15 All the students are mature with an age range of between 19 and 70. There are 4 males and 16 females on the course. The course members are mainly bilingual speakers from many countries such as Somalia, Moldova, Albania, Italy, Algeria, Iran and Angola.  Most of the students are unemployed and have been resident in the country for over 5 years.  Some have a high level of education having attended university in their own country. In general the students are pursuing the course in order to develop their literacy skills-speaking, listening, reading and writing - in order to enable them to move on to vocational or higher education courses or to enter the job market.

It is essential to plan an effective teaching programme to meet the individual needs of each student and it is therefore necessary to ascertain a lot of information about the students such as their learning needs, learning styles, background, previous learning and experience, motivation, attitude, aims, skills and barriers to learning etc.  

Most of the learners are second language speakers.  One student is dyslexic, one has some neurological problems, two students have physical disabilities and one student has some mental health problems so it is vital to establish where extra support may be needed and to monitor these potential barriers to effective learning. If from the diagnostic test we believe that there may be learning difficulties such as dyslexia the student is referred for extra support and guidance. As far as the wheelchair user is concerned I make sure that there is enough space for her at the front of the class.  To combat any difficulties the dyslexic student may face I use handouts with l with large writing and coloured paper as she has informed me that she finds it easier to read from darker paper. It is important to allow the dyslexia student extra time to finish tasks if necessary, and use specific learning methods recognised as helping students with dyslexia such as using diagrams where possible, reinforcing student learning with any available technology such as Overhead Projector, tape recorder etc.  

The student suffering from mental health problems is on tablets which affect her concentration and she is often tired.  Her attendance and punctuality is not good as she often has to miss classes to attend hospital appointments.  I have already spoken to her about these problems and offered extra support in terms offering her advice on catching up on the work she has missed.  I have to find an unobtrusive way of getting her attention as she sometimes nods off in class.  During group work I have found that she is sometimes ignored by the other students so I have intervened sensitively to get her to participate in the group.

 

It is vital be aware of possible barriers to learning when planning activities for the students; take into consideration the disability of individual students and  be particularly sensitive to student fatigue, self confidence and self esteem. Petty has identified that depression and anxiety are some of the factors that tend to demotivate students. (Petty g,  2001 )

It is critical to be aware of the diversity of cultures, religion and races and gender not only in order to adapt materials to make them relevant to students experiences but as potential barriers to learning.  There may be gender issues that may affect some Muslim women who may feel more comfortable working in a group of the same sex units.  In my group with mainly women the men may feel uncomfortable and I need to be aware of this, observe and encourage them to join in the lesson . On the other hand, the men may feel superior to the women and try to dominate in the classroom. One young man in the class usually has a lot to say but I think that it is just a feature of his extrovert his personality. I have had to deal with this sensitively by making him aware that he has already contributed a lot to the discussion. Sometimes I specifically ask individual students to contribute to the class discussion as it is vital that all students feel they have a valuable contribution to make to the class as this is a factor in increasing motivation. (Petty g, 2001)

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I also have to be constantly aware of issues the learners may be facing because of past experiences.  Some of my students have been forced to flee from their countries of origin. One lady has had much trauma in her past and suffers from headaches.  She finds it difficult to sit for long periods.  We have agreed that she could get up and have a break whenever she needs.

Another essential factor crucial to the learning process is the analysis of the learning styles of our students. It is therefore extremely crucial that a learning style analysis ...

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