Planning and Enabling Learning - Essay Example

- Study the criteria The 9th and the 12th academic year are the two most significant life paths that a can pass through. Generally those two years guide the students to their chosen careers. To a greater degree though what will bring success in his/her life depends on the choice of subjects during these stages. Both parents and teachers play an immense role in directing children towards what education route to choose that would lead them to successfully university and career development. BTEC was established in 1984 and stands for the Business Education Council (BEC) and the Technician Education Council (TEC). BTEC course is based on continuous assessment rather than on annual exams. The BTEC course incorporates opportunities for work experience and gaining real life skills through case studies. BTEC course is designed to enhance the demands of employers in modern society and to allow students to quickly progress to their university degree. BTEC has proved its operational success and effectiveness in the last 25 years and is gaining popularity as students are mo focused on day to day abilities and the course's flexible nature. Statistically, more than 1 million students enrolled on BTEC course for the academic year 2006/2007 (Edexcel BTEC Course, 2009). Institutions and students all around the world value the BTEC brand because it delivers excellent vocational qualifications that signify global recognition to the chosen area of studies. Practically it does not matter whether the programme is taught in London, Beijing or Dubai, since the quality assurance procedures assure that the candidates are awarded with standardized and internationally recognized qualifications. BTEC diplomas are organized to provide specialist work-related abilities in a wide range of sectors. BTEC courses equip students with valuable and lifelong skills and knowledge required for their career progress, and/or for the continuation of their vocational studies at higher academic level. During the BTEC course learners meet with professionals from the preferred industry in order to receive adequate consultation and the specialists to supervise the programme and progressive activities of the students. All BTEC seminars cover core and expert units, thus they have standard format and clear guidance about the requirements of the qualifications assessed. There is assessment criteria applied. The learners get Pass, Merit, or Distinction for each module of the programme. This means that the learners have to collect a number of points to obtain the overall Pass Grade for the programme. No external examinations apply in BTEC programmes (Edexcel BTEC course, 2009). When designing the courses providers work closely with employers from different sectors to create an inspiring atmosphere where students gain the skills they need to either start employment immediately after graduation or continue to a higher education. The subject areas that BTEC cover are: Applied Sciences Children's Care, Learning and Development Engineering Hospitality Languages Public Services and Security Art and Design Construction Hairdressing, Beauty and Related Therapies IT and Computing Media Sport, Leisure and Recreation Business, Management and Services Education and Training Health, Care and Counselling Land and the Environment Performing Arts and Music Travel, Tourism and Transport Services - Decide on the envisaged group and identify the barriers The envisaged focused group is 12 graders. The barriers that learners at BTEC course can face while planning and organizing his ideas are several. First of all, when one is attempting to clarify and comprehend the functions or operations of the studied course, students can rarely imagine properly the object itself. For example, it will be difficult to communicate how to use a computer for the first time if this is not visually demonstrated. In order for learners to study the subject, they have to get the object related to it. In this way they will experience it in various directions and will build reactions to it. By identifying the managing the reactions the learner grasps his ability to use the object learning in depth about the subject. It is vital for the teacher to obtain the object during the learning process. Otherwise, students may form misunderstanding and gaps in their skills which will eventually lead to lowering their assessment. Misconception can result in learners' losing their self-confidence and generating negative emotional barriers towards the learning process. Another barrier is the too steep gradient. While gaining learning skills students pass through various basic techniques. Consequently, they gradually accumulate knowledge in order to climb to the next level. They experience step by step learning. "The too steep gradient" appears when some learners missed to obtain important skills and knowledge, and lack prior competence of the previous steps. This creates confusion and students often drop out of class due to the inability to catch up with the skipped material. The third most important barrier in 12th graders is the wrongly understood terminology. Most of the references, reports, books and case studies include specific vocabulary. When assignments are submitted requirements are to use certain sources which abandon in complex terms and expressions. Students do not have access to dictionaries or keep class notes, therefore, the phenomena of the misunderstood word emerges. - Select the most significant The fact of the matter is that among the three barriers this one seems to be of primal importance because it constructs learners' understanding about the world around, human relations and common beliefs. The proficiency of expressing oneself is the key factor in advancing on the employment and academic ladder. - Research and apply theory to develop strategies "Difficulties in learning often arise from an unsuitable environment inappropriate groupings of pupils, inflexible teaching styles, or inaccessible curriculum materials - as much as from individual children's physical, sensory or cognitive impairments (DfES 2004a)." What the teacher has to assure is that the learning objectives of the course are suitable for the pupils in terms of terminology, previously acquired skills and knowledge and real presence of objects to illustrate the new processes. It is important to design strategies to stimulate the 12th graders to seek individually additional sources and to work both on their own and with their peers (DfES 2004a). Teachers should not work as barrier and hinder learners' interactions, because they support each other in developing interdependence and exchanging resources. Learners have to develop behavioral, emotional and social skills in order to achieve confidence and to be more motivated to be independent learners. These strategies are summed up in "Excellence and Enjoyment: Social and Emotional Aspects of Learning" (DfES 2005) as self-awareness, managing feelings, social skills, empathy and motivation. These 5 decisive aspects of learning are cited by Daniel Goleman (1995) who affirms than as "emotional intelligence". The role of the teacher is to enable learners to: Develop their understanding about the subject; To make sure that the pupil stores and can reproduced the learned through in real life circumstances; Overcomes the difficulties in planning, addressing and organizing his ideas about the subject; Petty (2004) provides a number of signpostings for covering key fields in teaching like whiteboard training and other approaches which involve more friendly and practical teaching. These can be directly incorporated into BTEC courses which require positive learning atmosphere and reassuring teaching methods. - Create the resource as an integral part of the proposed strategies The Student Book and Teaching Resource cover both mandatory and optional units. Therefore, the teacher has to assess the pace of the group and to provide the tools, time and freedom pupils need to elaborate their skills and to create inspiring learning atmosphere. The teacher should employ variety of delivery programms such as video, interactive learning activities and quizzes, animations, image banks, Powerpoint presentations and podcasts. The rich digital application content brings vocational learning and BTEC courses to a visually engaging life and stimulates learners' perceptions and emotional intelligence. Mind-mapping can be utilized as creative resource to overcoming the "misunderstood" barrier. Mind-mapping is a technique allowing students to try and find out for themselves the meaning of unfamiliar term. Tutors identify the progress of the students by their mind-mapping abilities and involve them in intensive association tasks. What is more when applying the mind-mapping resource learners are stimulated to develop clear understanding and commitment of the learning process. They are urged to seek resolution to the barrier themselves. Mind-mapping as a resources also develop creativity and specific skills and competencies in BTEC courses, because students gain more factual knowledge. And finally, using mind-mapping learners discover how to use resources on their own to answer questions, find terminology and solve problems. Buzan (2009) the inventor of the mind maps expresses the idea that mind mapping is the most power instrument to stimulate the brain processes and intellectual activity. Buzan (2009) continues that mind-mapping is a graphic method which besides increasing the intellectual stimulation, unlocks the brain's potential. What is needed is a blank paper, pen, and your imagination. I will illustrate my point with an example. I will mind-map "collocation" word from "Business and Service" BTEC course book. The teacher should be able to apply, identify, and adapt relevant approaches to teaching and learning in relation to the specialist area that he was designated. The teacher has to employ a wide range of ways to embed elements of practical and knowledge skills in the area he is competent about. Being able to summarize key aspects of the legislative requirements and codes of practice is essential within the context of the teaching background. The teacher should demonstrate section planning skills such as analyzing the effectiveness of the resources utilized and meeting the group and individual learning needs. And last but not least, the teacher should understand the proper use of different assessment methods and the necessity to justify a records keeping. My own personal strengths in relation to learning are that I can apply variety of communication methods and skills to include all learners in the process. I identify that improved communication abilities aid the teacher in overcoming effectively the barriers in learning especially in BTEC courses where the teacher should be individually focused on student's progress. I provide timely and reflective feedback, so that students can evaluate their own strengths and weaknesses both in theory and practice and seek excellence and approval. Inclusive learning also requires addressing multi-cultural issues and preparing to work in international environment with diverse cultural values. Some of the possible opportunities that can develop my own ability to integrate theory into practice include career planning and development training so that I can be better prepared to guide students into their personal paths. Regularly attending seminars debating on the current teaching and learning methods and theories will help me stay up to date with the trends in this field. References: Buzan, Tony, 2009. Buzan world [online] Available at: http://www.buzanworld.com/ accessed on 19 January 2010. Department for Education and Skills. 2004a. Removing Barriers to Achievement: The Government's Strategy for SEN. London: DfES. Department for Education and Skills. 2005. Excellence and Enjoyment: Social and Emotional Aspects of Learning. London: DfES. Goleman, D. 1995. Emotional Intelligence:Why it Can Matter More Than IQ. New York: Bantam. Edexcel BTEC course, 2009. [online] Available at: http://www.gemscis-dubai.com/server.phpshow=nav.01h00300a Accessed on 17 January 2010. Department for Education and Skills. 2004a. Removing Barriers to Achievement: The Government's Strategy for SEN. London: DfES. Department for Education and Skills. 2005. Excellence and Enjoyment: Social and Emotional Aspects of Learning. London: DfES. Goleman, D. 1995. Emotional Intelligence:Why it Can Matter More Than IQ. New York: Bantam. Petty, Geoff. 2004. Teaching Today, 3rd Revised ed. Nelson Thornes. Read More