103-03 PROGRESSION AND SUPPORT – LEARNER READINESS

Community Learning Development Resource 103-03

PROGRESSION AND SUPPORT – LEARNER READINESS

 

SUMMARY

This resource explores the issue of client readiness to progress and how a worker can support a client to make a transition from one learning experience to another.

Individual readiness to progress is a learner-centred characteristic.

The worker has a responsibility to provide learner-centred support, which will encourage the client to review options and make the best choice that will enable them to benefit from further learning.

 

 

The 8 C’s  LEARNER READINESS AGENDA  – an agenda and checklist of prompts for a dialogue between worker and client/learner.

 

1. Completion
  • Are we at a way-point in the learning journey, with indications that the client needs/wants to move on?
  • What evidence do we have of completion?
  • Does the learner have positive feelings and an understanding of the significance of their completion?
  • Can the worker and the learner identify and agree completion and closure?
2. Celebration  
  • Can we confirm and celebrate learning success and achievement?

 

  • Is there a reward / an award for learning success and achievement – to mark progress thus far?

 

  • What feedback to the learner will promote feelings of success, satisfaction and motivation to move on?

 
3. Comfort
  • Is the client still within their comfort zone and able to participate in exploring their learning, progress and feelings and in making choices?

 

  • Is the learner comfortable in their knowledge and understanding, to move on?

 
4. Challenge
  • Is the individual seeking new learning challenges?

 

  • Are we at a point where it is safe for new learning challenges to push the boundaries of the client comfort zone?

 

  • Can we signpost and open-up new learning opportunities?

 
5. Confidence
  • Does the client have the confidence to take-up new challenges – new relationships –  the demands of new learning?

 

  • Does the client have positive feelings about self – self-worth as a learner, self-esteem, etc?

 

  • Does the worker have the confidence to enable, support, advise the client?

 
6. Capacity
  • Development of the learner – has the client developed capacity as a learner – the learning skills, tools, information and attitude, which puts them in a position to be able to choose to progress?

 

  • Do the new opportunities have the capacity to offer progression routes, choices and benefits? Do we need to evaluate the capacity and the potential of the provision to support learner progression? Are there other alternatives and options?

 

  • Is there capacity to offer guidance, advice and information should these be required beyond what the worker can provide?

 
7. Context
  • The bigger picture – making choices with an eye to the overall scheme of things – the clients’ own aims and aspirations, self and life – impact on self and others?

 

  • Does the progression work for the client in terms of their overall  life and learning strategy?

 
8. Choice
  • Is the client being empowered to choose to progress and move-on – to make the best choice in terms of their own interests, needs and their development as a learner?

 

  • Does the signposting enable the client to make informed decisions about their choice of direction, level, activity, etc?

 

  • Role of the worker is subordinate and supportive to the role of the client in making progression choices – is this helpful and effective?

 

LEARNER READINESS – THE PRACTICALITIES

Learner development is the key to how the practicalities of progression and transition are organised.

Is the learner ready and able to act independently or does the worker need to have a significant contributory or support role in the processes?

Does the worker need to call on the support of others?

 

Recording  Gaining the evidence of learner readiness: Recording learning successes and the achievement of learning outcomes and learning successes is crucial in the area of learner development and soft learning outcomes.

 

Workers with learners at entry, within First Steps and where learner development is key, should develop the habit with learners of regularly recording – on daily or weekly basis.

 

Learner and learning records are essential within good practice.

 
Reflecting andReviewing  Exploring learner readiness:The ability to think through experiences and evidence – to identify implications and possibilities (using the recordings)

 

Thinking through the implications to identify options, alternatives and choices

 
Decision-making  Selecting, agreeing, choosing and confirming choices – a learner-centred and driven process.These are client choices not worker choices. 
Action Planning  The way forward

LEARNER READINESS – THINGS TO AVOID OR BE VERY CAREFUL ABOUT

  • Worker-led progression – the worker is ready but the learner is not, or the worker –  ‘I know what’s best for you’ approach
  • Organisationally driven progression – the development of provision dictates the progress of learners in order to meet recruitment targets or to support organisational curriculum development priorities
  • Upwards Progression routing only – trying to move learners to higher levels – what if learners prefer lateral choices or disengagement?
  • Channelled progression – one route and no choice
  • Retention progression – offering only progression choices which mean that the learner remains with the provider – other choices or options are either not made known or explored with the learner
  • Non-inclusive progression – progression choices without addressing and responding to the needs of each individual learner, their support needs and access, etc.

 

MESSAGES FOR LEARNING PROVIDERS

Learner readiness and learner progression is about a smooth transition for a learner, where the learner is choosing to move on guided by good worker practice.

Good practice during progression, draws on:

  • Partnership with the individual client, where equality, inclusion and empowerment are key values
  • Effective formative and summative assessment processes including the celebration of learner achievements and a priority for feedback to the client
  • Effective learner and learning support for client development and empowerment
  • Good quality exit guidance
  • Barriers and constraints identified and overcome
  • Effective initial assessment at entry to new learning experience.

 

PROMPT FOR REFLECTION AND DISCUSSION

  • Providers often are concerned to prepare square pegs to fit into round holes in order that learners can progress into, within and across provision.
  • Are individuals rounded and is the provider with square holes the problem?
  • Consider the 8 C’s and prepare a series of questions and prompts for a conversation with a client.