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Identification of a student’s personal assets (things that will help them succeed such as
supportive peers / family, being well motivated, having library and computer access, prior
knowledge of the subject and their best learning styles) and barriers (things that will prevent
success like physical access difficulties, disruptive or unsupportive peers / family, lack of
motivation, financial difficulties, poor core skills, tiredness, fear and a lack of confidence)
should be made when they make initial contact with the training provider. This means that
even before they start training, both positive and negative issues can be addressed, and if
necessary passed to other areas of the institution for financial, health, access and learning
support. The needs and goals of the learner should be continually examined during their
time with the provider through direct and indirect feedback through testing, themselves, their
peers, you and any other departments involved in their welfare. This should lead to the
individual feeling supported and valued which in turn should provide a happy and inclusive
training environment.
Feedback from your own observations, self testing, peer review, formal testing and
assignments completed alone can all be used to assess a student’s areas of strength and
help them work on their weaknesses, creating new targets and an improved learning plan,
revising your own your lesson plans and if necessary, making provision for suitable
interventions from other departments, so that you can allow the student to fulfil their
potential.
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