"This is a good book and one that I would wholeheartedly recommend to my students as being a core textbook, worth a purchase. It's interesting, up-to-date, well written and easy to navigate. What more could a student ask for?" Jonathan Tummons, ESCalate "Excellent book that covers most
Planning and Enabling Learning in the Lifelong Learning Sector
โ Scribed by Ann Gravells, Susan Simpson
- Publisher
- Learning Matters
- Year
- 2008
- Tongue
- English
- Leaves
- 142
- Category
- Library
No coin nor oath required. For personal study only.
โฆ Synopsis
"Planning and Enabling Learning is a core unit of the new teaching qualifications, and this book addresses all the required learning outocomes and content of that unit."--BOOK JACKET.
Content: 1. Negotiating learning goals --
2. Planning for inclusive learning --
3. Teaching and learning strategies --
4. Resources --
5. Communication --
6. Reflection, evaluation and feedback, and continuing professional development --
7. Sample documentation --
App. 1. Planning and enabling learning standards --
App. 2. Summary of minimum core elements --
App. 3. Tips for teaching --
App. 4. Teaching and learning resources.
Abstract:
๐ SIMILAR VOLUMES
Provides guidance, support and training materials for those involved in mentoring within the Lifelong Learning Sector; fully revised and updated in this second edition. Cover; Title; Copyright; Contents; Introduction; 1 Definitions; 2 How to be a good mentor and mentee; 3 Mentoring skills 1; 4 M
Provides guidance, support and training materials for those involved in mentoring within the Lifelong Learning Sector; fully revised and updated in this second edition.</div>
A key text for those taking the CTLLS optional unit Equality and Diversity.</div> <br> Content: Cover; Title; Copyright; Contents; Acknowledgements; Author statements; Introduction; 1 Key features of a culture that promotes equality and values diversity; 2 Promoting equality and valuing diversity;
There are many students of all ages and at all levels who drop out or who underachieve because of a failure of support. Teachers do not always fully appreciate the significance of the support they could give at different stages in the learning process and many interpret 'support' as something connec