This best practice guide to teaching in the Further Education and Skills sector, and professional organisational learning contexts, examines the key concepts underpinning effective teaching and learning and combines this with case studies which demonstrate meaningful connections between theory and practice. Each chapter also contains discussion questions, learning activities and reflective points, allowing you to further engage with key research and relate it to your own teaching. Offering pragmatic advice on learning design, support and delivery, coverage includes: • Identifying learning needs and objectives • Selecting and developing appropriate content • Using technology to enhance learning • Assessment, evaluation and reflection This is an indispensable resource for anyone preparing to teach in Further Education, current Higher Education lecturers and work-based learning trainers in private and public-sector organisations. Lyn Ashmore is a Senior Lecturer in the School of Education and Professional Development and Denise Robinson is Director of the Post Compulsory Education & Training Consortium, both are based at the University of Huddersfield.

Identifying Learning Needs

Identifying learning needs
Ian Rushton

Learning Outcomes

After reading this chapter, the reader should be able to:

  • Gain an appreciation of what learners bring to the table.
  • Explore some ideas as to how to work with learners to optimize learning.
  • Identify strategies for differentiating learning in classes.
  • Identify strategies for making learners work harder than the teacher.

Chapter Outline

This chapter considers some of the many components of our teaching and training roles, which are equally important considerations for all practitioners, curriculum and departmental leaders, as they relate to the planning and evaluation of learning. While this sounds simple enough, it is contested terrain and we encourage you to take this chapter as a set of ideas that invite enquiry and experimentation, rather than accept them as a set ...

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