Module 2 Slides

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Information about Module 2 Slides
Education

Published on January 13, 2009

Author: iansillett

Source: authorstream.com

Slide 1: 0 The three-stage process of skills development : 1 The three-stage process of skills development Learners need to: build the full range of functional skills practise applying those skills in a range of contexts demonstrate ‘mastery’ in a range of contexts. Objectives and outcomes for Module 2 : 2 Objectives and outcomes for Module 2 Objectives For participants to: explore and clarify what is meant by realistic, purposeful and relevant contexts consider how to support the transfer and application of functional skills for independent learning Outcomes Participants will have: a developed understanding of how to create and manage contexts for applied learning, including in Diplomas considered the implications for planning and practice to enable learners to transfer functional skills. Contexts used by test writers : 3 Contexts used by test writers Work and education Community, citizenship and environment Media and communications Family, home and social issues The four factors that underpin progression : 4 The four factors that underpin progression Complexity – the components within a situation, the steps needed to complete a task and the accessibility of the activity Familiarity – the extent to which a learner recognises elements of a problem or situation and is then able to transfer skills from one context to another Technical demand – range of knowledge, skills and techniques Independence – level of autonomy learners demonstrate when tackling a problem What is learning? : 5 What is learning? 'Learning…that reflective activity which enables the learner to draw upon previous experience to understand and evaluate the present, so as to shape future action and formulate new knowledge.' John Abbott, 1996 Abbott, John. (1994) Learning Makes Sense: Re-creating education for a changing future. Copyright © Education 2000. Used with kind permission of The 21st Century Learning Initiative Defining an independent learner : 6 Defining an independent learner The independent learner may: integrate prior and new knowledge acquire and use a range of learning skills make appropriate choices about learning strategies cope creatively with the unfamiliar and unexpected solve problems individually and in groups learn from their successes and failures accept that learning involves uncertainty and difficulty. The four core modules for schools : 7 The four core modules for schools Autumn term 2008 Teaching functional skills: From building to applying skills Within real, purposeful and relevant contexts Teaching functional skills: Teaching functional skills: Teaching functional skills: Assessing progress From Entry level to Level 1 Spring term 2009

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