Learning Support. 3. Devising Individual Learning Programmes.

Autor/inn/en	Faraday, Sally; Harris, Richard
Institution	Further Education Unit, London (England).; Training Agency, London (England).; Skill: National Bureau of Students with Disabilities, London (England).
Titel	Learning Support. 3. Devising Individual Learning Programmes.
Quelle	(1989), (25 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Continuing Education; Educational Improvement; Foreign Countries; Individual Needs; Individualized Instruction; Inservice Teacher Education; Mainstreaming; Media Adaptation; Needs Assessment; Postsecondary Education; Program Design; Program Development; Special Needs Students; Staff Development; Student Centered Curriculum; Teacher Student Relationship; Training; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Weiterbildung; Teaching improvement; Unterrichtsentwicklung; Ausland; Individualisierender Unterricht; Lehrerfortbildung; Medienverwendung; Bedarfsermittlung; Post-secondary education; Tertiäre Bildung; Programme design; Programmaufbau; Programmplanung; Sonderpädagogischer Förderbedarf; Personnel development; Personalentwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausbildung
Abstract	Designing individual learning programs is the subject of this document, one of 9 modules within an 11-unit resource pack designed to help trainers and postsecondary and continuing education staff meet the needs of special needs students in Great Britain. Having completed the module, staff should be able to: (1) describe the learner-centered approach; (2) outline the steps in designing an individual learning program; (3) describe ways to identify special needs; (4) list ways in which a course or program may be modified to meet special needs; (5) involve the learner in production of program plans; and (6) design individual programs for learners with special needs. The module contains two sections. Section 1 provides a rationale for individualizing learning programs and describes them as a means by which a learner-centered approach can be implemented. Section 2 describes the steps in designing such programs, including collecting and interpreting information; considering program aims and objectives in relation to learner characteristics, needs, and interests; preparing a provisional plan; negotiating with the learner; and monitoring progress. The module contains 11 exercises. (CML)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC