Wider KEY SKILLS Level 3

Wider KEY SKILLS level 3

Improving own Learning

Index

Introductionp2

Agreeing Targetsp3

Who Sets The Targets?p4

Sources Of Informationp6

Difficultiesp8

Solving Problemsp9

Action Plansp10

Action Plan Reviewsp15

Types Of Learningp17

Learning Stylesp18

Reviewing Achievements And Progressp19

Feedback And Supportp20

KEY SKILLS

Improving own learning – level 3

introduction

This unit encourages you to consider the way you learn and perform.

The first element is concerned with agreeing targets with other people. Working through this element will enable you to:-

• Use various sources of information to identify ways to achieve what you want to do.

• Identify factors that might affect your plans.

• Agree targets which are measurable and achievable.

• Predict difficulties which may occur and identify alternative courses of action.

The second element of this unit is concerned with using your plan. Working through this element will enable you to:-

• Prioritise action to achieve your targets.

• Deal with any difficulties in order to complete tasks and meet deadlines.

• Make revisions to plans.

• Seek and actively use feedback.

• Select and use different ways of learning.

• Use methods that use different learning styles.

The third element of this unit is concerned with reviewing your progress and achievements. Working through this element will enable you to:-

• Provide information on what and how you have learned.

• Identify the factors that have affected the outcome.

• Seek information on your achievements from relevant sources.

• Present your own views and listen to the views of others to agree on ways to further improve your performance.

KEY SKILLS
IMPROVING OWN LEARNING – LEVEL 3

AGREEING TARGETS

A target is an aim or objective you will need to meet. You will need to agree your target with your assessor / tutor / supervisor. This may happen during regular review meetings or discussions.

You must make sure you fully understand the target you have agreed and the date it is to be completed. If you do not understand any aspect of the agreement, ask your assessor.

Targets are signed by the student and the assessor which makes the agreement a form of contract.

In order to agree your targets you will need to gather information and ask questions to enable you to understand the requirements of the target. A useful start to collecting information is to ask yourself the following:-

• What is the target?

• When is the date of completion?

• Where will it take place?

• Who will be involved?

• How will the target be achieved?

You will be able to build up the information step by step using the answer to the previous question.

Targets should be SMART.

Specific – Say exactly what you need to do.

Measurable – Can be assessed e.g. by observation, production of a report.

Achievable – Should be challenging but within you ability to achieve.

Realistic – Possible to achieve and not go beyond what you can access.

Timebound – Achievable within a short-term with an agreed review date.

KEY SKILLS

IMPROVING OWN LEARNING – LEVEL 3

WHO SETS THE TARGETS?

The person setting the targets may be your tutor, trainer, careers advisor, mentor, manager, work experience supervisor or chargehand. Anyone who is responsible for improving your performance.

At this level you will be expected to contribute toward the identification of a target with the target setter.

Firstly, you are required to confirm your accuracy and understanding of the target e.g. ask questions regularly, re-iterate what has been said.

Secondly, you must be able to identify your strengths and weaknesses so the target setter does not ask you to do tasks which are inappropriate.

If you were to develop your I.T. skills consider how you may contribute towards a development plan.

Current IT Skills / Strengths / Weaknesses
IT Skills to develop / Target date

Thirdly, you will need to express your own preferences. This will be more motivating if you enjoy working towards a plan. You may prefer to write a written report or do a verbal presentation.

Fourthly, you should be able to contribute information relating to your quality of work and similar experiences which will help measure your level of success.

Fifthly, you may need to inform the target setter about your working situation. You may have constraints, for example, access to resources, insufficient time, health and safety regulations or issues about confidentiality.

Think about a recent target you have been set and consider the information you gave to the target setter.

Description of Target
Your preferences
Strengths and weaknesses
Previous experience
Working situation

KEY SKILLS

IMPROVING OWN LEARNING – LEVEL 3

SOURCES OF INFORMATION

Consider the people or places you have found information from, which have helped you decide what you want to do in your learning, personal life and career. Insert your information sources into the spidergram.

Now consider the factors that might affect your plans, financial, health and safety, available opportunities, motivation, commitment.

You are more likely to achieve your targets if they are :-

Specific

Measurable

Achievable

Realistic

Timebound

KEY SKILLS

Improving Own Learning – Level 2

Difficulties

Consider the difficulties which may occur and alternative courses of action. You must bring any difficulties to the person supervising the activity who may revise your schedule or suggest alternative resources.

Difficulties may take any of the following forms:-

• Skills and knowledge – e.g. lack of IT skills.

• Personal and social problems – e.g. sickness, financial.

• Resource problems – e.g. insufficient access to computers, no relevant books in the library.

Give a possible solution or source of help for the following.

KEY SKILLS

IMPROVING OWN LEARNING – LEVEL 3

SOLVING PROBLEMS

Whenever you have problems you must discuss them with your tutor straight away. Leaving problems until the last minute gives you another problem with time. You must show your assessor you have taken steps to solve them.

Here are some specific problems, say how you would deal with them e.g. report them, solve the problem.

KEY SKILLS

IMPROVING OWN LEARNING – LEVEL 3

ACTION PLANS

You now have an understanding of the factors which may have an impact on your target setting. You will need to develop an action plan which may need to be revised to take into account any difficulties. Remember the focus of this unit is on learning new skills.

For a given activity, complete the following action plan.

Activity Title:
What are you aiming to learn?
Use the boxes below to set yourself targets that will help you to LEARN, PRACTICE, and APPLY your new knowledge or skill. You may not need to use all the tables. Remember you must demonstrate a range of learning experiences including study and practical activities
Target 1: / Assessor’s signature
Candidate’s signature
Action to be taken
1
2
3 / Support required / Resources required / Target date / Difficulties encountered/ revision to action plan
Target 2: / Assessor’s signature
Candidate’s signature
Action to be taken
1
2
3 / Support required / Resources required / Target date / Difficulties encountered / revision to action plan
Target 3: / Assessor’s signature
Candidate’s signature
Action to be taken
1
2
3 / Support required / Resources required / Target date / Difficulties encountered / revision to action plan
Target 4: / Assessor’s signature
Candidate’s signature
Action to be taken
1
2
3 / Support required / Resources required / Target date / Difficulties encountered / revision to action plan
Target 5: / Assessor’s signature
Candidate’s signature
Action to be taken
1
2
3 / Support required / Resources required / Target date / Difficulties encountered / revision to action plan
Target 6: / Assessor’s signature
Candidate’s signature
Action to be taken
1
2
3 / Support required / Resources required / Target date / Difficulties encountered / revision to action plan

ACTION PLAN REVIEW

KEY SKILLS

IMPROVING OWN LEARNING – LEVEL 3

ACTION PLAN REVIEWS

Your assessor / supervisor will review your action plan to monitor your progress. This will create an opportunity for you To highlight any difficulties and agree any revisions to your plan. It is also a time when you may seek and actively use feedback on your progress.

Feedback is the term used to describe comments, criticisms and suggestions concerning your work. You should use these to make changes to your working practices and improve your performance.

Seeking feedback

You are responsible for actively seeking feedback when it is not automatically given. You may benefit from timing the requests, for example, before you start a new stage in the activity.

Feedback may come from a variety of sources. List the people you have received feedback from.

Feedback is more effective if it is specific rather than general. For example:-

Give some examples of positive feedback you have received for an activity or piece of work and what action you took to improve the quality of your work.

KEY SKILLS

IMPROVING OWN LEARNING – LEVEL 3

TYPES OF LEARNING

Study-based Learning

This type of learning takes place when the teacher presents information and ideas in a classroom type situation. The student may ask questions and contribute to the session but the main activity is the teacher imparting their knowledge to the student. This type of learning can also include supported self-study where the student takes more responsibility for their own learning. The student is given access to learning resources for them to gather information. The tutor will give regular support and reviews.

Activity-based Learning

This type of learning takes place when a student improves their skills or techniques through instruction and practice. The tutor may show the student a process through demonstration. The student will usually carry out a supervised practice of the process. These sessions are usually preceded by some study-based learning to ensure knowledge and understanding.

Independent Learning

This type of learning does not necessarily take place in the classroom but may involve a student learning the knowledge requirements of a certain subject through distance learning materials. These may be IT based programmes or paper based packages.

TASK 1

What type of learning have you experienced? What subject / skill did you learn?

KEY SKILLS

IMPROVING OWN LEARNING – LEVEL 2

LEARNING STYLES

As we are all individuals, it is obvious that we all vary in our learning skills and learning styles

The term learning styles is used as a description of the attitudes and behaviours which determine an individual’s preferred way of learning. People are not always aware that they have learning style preferences. They know that they feel more comfortable with, and learn more from, some activities than others. Teachers should give a variety of teaching methods to ensure maximum learning occurs.

There have been several theories on learning styles developed over the years, the most recent narrowing down the types to only three.

• VisualLearning by seeing (e.g. watching a demonstration, procedure or video).

• AuditoryLearning by hearing (e.g. listening to verbal instructions, discussions or debates).

• PracticalLearning by doing (e.g. building a model or doing a manual task).

TASK 1

How can you adapt your approach to learning a new subject, skill or technique?

How would you deliver a presentation to your group ensuring that you are meeting a variety of learning styles?

KEY SKILLS

IMPROVING OWN LEARNING – LEVEL 3

REVIEWING ACHIEVEMENTS AND PROGRESS

Assess what you have learned on your current programme. Be specific, stating what you have learned (e.g. knowledge of subjects, skills, personal qualities, interests) and how you have learned (e.g. methods, styles).

What you have learned / Methods of learning

KEY SKILLS

IMPROVING OWN LEARNING – LEVEL 3

FEEDBACK AND SUPPORT

It is important to use feedback in a constructive way, either to improve the quality of your work or adapt your plans to take into account any difficulties. It is your responsibility to seek feedback at an appropriate time. This may be early on in an activity, near the end or regularly throughout the plan.

Think about how tutor / employer feedback has affected your learning outcomes. Did the feedback have a positive or negative effect on the quality of your work? How did you feel about your learning? Give examples below.

What actions can you take to further improve your performance in respect to the quality of your work, the way you learn and in your career? Write a statement below.

How will you establish evidence of your achievements? What examples can you use? Who can you ask for information on your progress?