Individual Learning Plans

I welcome the introduction of an assessment and diagnostic vehicle that route maps the learner journey, lists goals/targets and holds the tutor accountable for delivering tailored lessons to meet learner objectives and produce subjective and objective change across the course history and encourage the learner to develop metacognition and instill lifelong learning.

When I entered my first placement , I was concerned at the lack of a quality assurance model .

• How can I evaluate my  teaching practice?
• What values and output frames can I establish ?
• What is working?
• How can I be more effective?
• How do I manage expectations and produce defensible and robust lesson execution?
•  The speaker asked a similar question –“How many transactional sessions do you  create and contribute to in order to transform learners?”

The Skills for Life website  has provided backbone material for this essay and states that for the adult dyslexic learner, the individual learning plan will be evidence based, directly derived from the needs assessment and the diagnostic process, identifying key processing weaknesses and accentuating processing strengths . The plan also records historical approaches to strategies to prevent a relearning of failed procedures/strategies which may discourage the learner to continue.

The ILP is at the core of assessment, learning, support and achievement paradigm. It assists the learner to become an active, motivated learning partner. The ILP, locus of control is firmly with the learner and their self directive behaviour using a dynamic working document, which is learner centric and supported by the tutors record of learning goals and progression routes. The bankable learning targets are tagged with outcomes and timescales detailing how success will be determined. This model resembles the social services care package model where service users are clients and consumers.

The Individual learning plan is used as a reflection tool

• What went well and why ? 
• What went less well and why ?
• Where they could use the skills and approaches again?

The tool could potentially empower the learner, to enable him/her to strategise learning . Understand how they learn, recognise the value of prior experiences. Plan to practise skills and gain confidence by identifying and understanding barriers to learning.

The speaker talked about the student being more autonomous, feeling more empowered,confident and positive. The results were evident in an online survey and that the ILP was seen as a credible, serious, transparent and interactive document.

Given that the dyslexic tutor is part of the Disability Services support centre and they appear as the poor relative in a locum or freelance role with limited access to the learner’s course curriculum which is dominated and managed by the course leader and tutor. The ILP as a progressive and empowerment vehicle is limited. Changes I would propose include the use of a personal tutor and the subject specialist who play and integral part in assessing and managing the ILP.

The speaker talked about the informality of record keeping and the introduction of electronic file keeping, scanning and document storage. I would like the ability to view records online rather than search vertical file storage systems . I liked the use of Microsoft Office calendar to view shared scheduled appointments in the unit. I would prefer a set design or Microsoft template ILP rather than a personalised template.

In conclusion the speaker talked about the use of the blanket 10 session rule . I am in agreement that each learner requires a tailored lesson plan and study skills curriculum. I would suggest the frontloading of study skills sessions through group seminars and individual support to diagnose and reinforce strategies and methodologies.