David Gibbs

 Aim To discuss the elements involved in negotiating with learners.

  Analyse the Learner Journey in relation to negotiation  Identify initial assessment methods and criteria for assessment  List methods of negotiation  State how goals and targets are negotiated Objectives

 “Teachers in the lifelong learning sector negotiate and record appropriate learning goals and strategies with learners.” (LLUK, 2006, p11). Lifelong Learning UK. (2006), New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. London: LLUK.

The Learner Journey Final review records achievement of targets and long term goals Initial enquiries, enrolment, Interview, initial assessment Exam entries, final portfolio etc Setting goals and targets Teaching and learning activities are planned to meet learner needs and their qualification. Regular progress reviews allow the learner and tutor to review progress and achievement Goals and targets are reset as a result of the Progress Review and any changing priorities Learners receive information about progression opportunities for study and work

 Initial Assessment - Methods

  Tests  Questionnaires  Interviews  References  Application forms  Records of achievement Initial Assessment - Methods Petty, G. (2009), Teaching Today a Practical Guide. 4th edition. Cheltenham: Nelson Thornes Limited

 Initial Assessment - Criteria

  Qualifications, skills  Learner aspirations  Learning styles  Additional needs  Qualifications gained (prior learning)  Attitudes Initial Assessment - Criteria Petty, G. (2009), Teaching Today a Practical Guide. 4th edition. Cheltenham: Nelson Thornes Limited

 Methods of Negotiation

  1 to 1  Group discussion   Telephone  Web ie. Moodle  Publications, newsletters Methods of Negotiation

 Negotiating Goals & Targets

  ILP  Progress reviews  Resetting goals and targets  Review of achievement  Advice on progress Negotiating Goals & Targets

  Analyse the Learner Journey in relation to negotiation  Identify initial assessment methodology and criteria for assessment  List methods of negotiation  State how goals and targets are negotiated Objectives

 “The teacher performing the full teacher role will have a responsibility to negotiate individual learning goals with learners.” (LLUK, 2007, p12). Lifelong Learning UK. (2007), Guidance on teacher roles and initial teaching qualifications. Version 3. London: LLUK.

  Lifelong Learning UK. (2006), New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. London: LLUK.  Petty, G. (2009), Teaching Today a Practical Guide. 4th edition. Cheltenham: Nelson Thornes Limited  Lifelong Learning UK. (2007), Guidance on teacher roles and initial teaching qualifications. Version 3. London: LLUK. References

  Wilson, L. (2009), Practical Teaching: A Guide to PTLLS and DTLLS. Andover: Cengage Learning EMEA  Walkin, L. (1990), Teaching and Learning in Further and Adult Education. Cheltenham: Stanley Thornes (Publishers) Limited  Gravells, A. (2008), Preparing to Teach in the Lifelong Learning Sector. 3rd edition. Exeter: Learning Matters Limited  Minton, D. (2005), Teaching Skills in Further and Adult Education. 3rd edition. London: Thomson Learning  Wallace, S. (2007), Teaching, Tutoring and Training in the Lifelong Learning Sector. 3rd edition. Exeter: Learning Matters Limited Bibliography