Negotiating_with_Learners_-_Initial_Assessment,_Agreeing_Goals_and_Actions

Negotiating with learners – initial assessment, agreeing goals and actions Why is this topic relevant to my teaching' Negotiating with learners is a key process that teachers and learners must undertake jointly for agreeing about learning goals and action plans, which should move the learner forward on the pathway of learning. As a result, the learners’ gains a sense of responsibility for their learning and is less likely to drop out or disrupt the class through lack of interest. (www.teesidesilversmith.com; accessed on 19 / 01 / 11). Involving learner in this process aids the ownership of the targets and creates useful discussion to inform the most appropriate goals and targets for the learner. I teach chemistry to learners seeking to achieve their A- levels over a period of two academic years. As explained above, a topic of “negotiations with learners” is very much relevant to my teaching, because it helps me to understand - how to obtain an optimal educational environment and curriculum that meet the needs of learners, teacher and curriculum provider through discussion and compromise. How might I research this topic' I might have researched this topic in the following ways: (i) discussing this topic with my colleagues – their experiences and methodology for negotiating with learners; (ii) performing and analysing the target setting exercise with learners at the workplace; (iii) preparing a questionnaire and asking learners to express their opinion; (iv) referring to relevant books available in the College library; and (v) referring to relevant websites by using internet. How did I actually research this topic' I have actually researched this topic by: (i) referring to relevant books and websites, which are recorded under the reference; (ii) at the College, I carried out an exercise of agreeing goals and actions in November 2010, and in January 2011. The short term goals agreed in November were mainly related to January modular examination; and were reviewed before the end of the first term. The mid- term and long term goals were related to negotiating styles of independent learning, especially outside the College environment, and they were assessed in January, this year. This has definitely helped learners to understand the shortcomings encountered relating to their learning of Unit 1, and has given them a chance to realise what needs to be done to perform better whilst studying Unit 2; and lastly, (iii) I have also performed a self assessment exercise, where learners’ were given a chance to express their opinion about my teaching. It was pleasing to note that they overwhelmingly liked my teaching style; however, they have also put forward some valuable suggestions which will help me to make learning even a better experience. What did I find out' (Summary of findings, including direct quotes) In educational terms, negotiation is the process of transition from a structured teaching environment to a guided learning environment (www.teesidesilversmith.com; accessed on 19 / 01 / 11). A process of negotiations relating to the classroom environment consists of two key stages: (i) Initial assessment – identifying the current situation / learners starting point; and (ii) Agreeing goals and actions – resolving differences, reaching an acceptable compromise and plan of action to achieve the goals Initial assessment It is essential to begin the process of negotiating with learners with an initial assessment which combines the learners’, teacher and the curriculum (Wilson, 2008). It is an information gathering exercise which creates a profile of the learners: objectives, expectations, aspirations, and level of motivation, previous knowledge and experience – level of ability and skill gaps, strengths and weaknesses, character, personal circumstances, special needs. The initial assessment (that very much involves learner) can take the form of pre course interview, question answer session or filling simple questionnaire (ice breaker activity). Once a teacher understands what is learners’ current situation/starting point/needs, then the progress of negotiation can begin. This should result in individual learning plan (ILP) that forms the basis of further discussion relating to negotiating goals, and subsequent action plan for achieving the negotiated goals (Wilson, 2008). Agreeing goals and actions A goal is what a learner plans to achieve within the course or period of learning, and hence it is the building blocks of learners’ educational progress (Wilson, 2008). Teacher needs to exploit or capitalise on the motivational factors that has been emerged from the initial assessment, and based on these factors negotiate with learners the goals that are SMARTER (Specific, Measurable, Achievable, Realistic/Relevant, Time bound, Exciting/Enjoyable/Ethical, Reviewed/ Recordable). It is important that agreed goals should be further differentiated as: (i) Long term – ambitions or career plans; (ii) Mid-term – programme of study, learning outcomes; (iii) Short term – what to achieve in each session or term. Negotiating actions will be the next important step, which facilitates learner to achieve the agreed goals. The action plan generally involves target setting and monitoring – a target is a smaller step to help learners achieve their goals. By this time, teacher will have sufficient knowledge of learners’ strengths and weaknesses, and hence can rightly negotiate the effective targets (i.e. small and with achievable outcomes) that enable students to experience early success. This will facilitate learners’ to remain on the negotiated pathway of actions which will ultimately lead them to achieve the agreed goals. References Wilson, L. (2008), Practical teaching, London: Delmar Cengage Learning Petty, G. (1998), Teaching today – A practical guide, Cheltenham: Nelson Thornes Ltd Petty, G. (2009), Evidence based teaching – A practical approach, Cheltenham: Nelson Thornes Ltd