All learners are different and each will develop their knowledge and skills at different times depending on numerous practices: the learning methods I include into my sessions, the individual training and information they receive at their place of work and their past knowledge and life experiences. With this there are also five main challenges and barriers to learning that I also must take into account; these are disability, emotional behaviour, language, technology and ability. These challenges and barriers will present themselves in every session that I deliver and I need to be aware of the individual needs of each learner during the teaching cycle. The group of learners are worked based learners that are on a NVQ Level 2 Hairdressing apprenticeship programme. All of the students have a work placement in a hairdressing salon and their progression is expected to develop at different rates depending on their salon training programmes.
Some learners will have the opportunity to attend salon training sessions and also the stylists may include training and observations into every day salon services. Our responsibility as a training provider is to ensure that they are timetabled to attend their training session once every two weeks. This training includes practical, theory, functional skills, ERR and PTLS sessions all of which make up the framework. To ensure each student receives individual learning they are set targets for each unit dependant on their skill level, time of delivery for each unit and the amount of input they receive in their place of work. Each learner is linked to a tutor who delivers the entire curriculum and also completes assessments, reviews, development plans, and offers and delivers ALN support.
The reviews, development plans and additional learning support is completed with each learner in their workplace to ensure that they receive effective one to one support from the tutor. One member of the group disclosed at induction that she has learning difficulties and has been diagnosed as having Aspergers. We arranged for a quick scan to check for dyslexia but the results showed no signs of dyslexia. The results from the quick scan identified that the learner learns best from what she sees, she understands and remembers information that is presented through pictures or demonstration. So with this in mind I have to include all the different learning styles into my sessions and I also have to make sure that certain learners are situated where there is little distraction and distracting movement. All these barriers to learning can be extremely challenging and therefore planning for inclusive learning is vital.
I begin my planning as a mind map, beginning with the aim of the session then considering different activities to suit the different needs of my learners. Starter activities are always linked to prior learning and are usually a quick five minute activity that challenges the learner to think about what they learnt in the last session. I usually begin my input with the aim and objectives of the session so that every learner has a clear understanding of the session and what I am expecting them to achieve. I encourage the use of good listening skills and explain to them that during the session they will be asked questions relating to session. This promotes speaking and listening skills which are a vital part of the hairdressing profession and embeds part of the English functional skills element.
The objectives are made SMART and well structured to embed differentiated outcomes and the functional skills reading element so that learners are stretched and challenged. I try to include as much active learning as possible and use a range of different resources and inclusive learning/teaching strategies to increase motivation within the session. Linda Wilson quotes that the Motivation theory, described by Abraham Maslow (1970), focuses on needs, arguing that basic needs must be met before a learner can enter a state of mind in which to learn. The use of demonstration on blocks or models in a practical training session is used to enhance visual stimulus and engage learners so they meet kinaesthetic learning preferences.
When carrying out the practical demonstration I use maths terminology such as divide the hair equally into four quarters. I then make suggestions to the learner that this could be described as a percentage i.e. one quarter is equal to 25% of the head. The learners then participate in their own demonstration of hairdressing skills on their blocks or models and are encouraged to do the same, thus embedding minimum core standards of numeracy. Also during this time I assess them formatively and give feedback to each individual. This is a short period of one to one support when I use a range of different methods to embed theory knowledge. I also use a wide range of images that promote equality and diversity amongst clients as it was only when I started teaching using blocks that I realised that all the blocks were the same, same hair type, same face shape, same density. I ask my learners how they would adapt their service to suit the needs of the client in the image, thus embedding equality, diversity and inclusion.
Recently I developed a new resource where I attached differentiated questions to lollipop sticks which were identified only by me as which questions were which. I then asked the learners to take a specified colour out of the pot and read the question; once they had read the question I asked them to tell me the answer. Some learners needed to be probed to develop their answer further and some learners were given higher order questioning upon answering correctly. This has turned out to be an effective method of using differentiated questioning and also stretching and challenging learners.
The learners are also encouraged to use technology by taking photos of their work on their smart phones as formative assessment evidence which is then uploaded and printed for their portfolios and this becomes a permanent record of their practical activities. In the book ‘A guide to PTLLS & DTLLS’ Ofsted advocates that ‘Poor learning is linked to lack of use of modern learning technologies’. Once the practical session draws to a close I will gather the group for a recap of knowledge and understanding using directed questioning and present the learners with relevant handouts as a revision tool. However there is one thing that I cannot plan for and this is the moods, distractions and emotions of my learners so this is where my own personality is important. ‘Thinking on my feet’ and knowing my learners is essential.
This group of learners have all the behavioural issues that come with their age group, mood swings, and emotional trauma and it is up to me to get them back on target when these things occur in the session, classroom management is a high priority of mine and I manage it by knowing my learners, having a sense of humour and bringing into each session learning resources that are fun. Each stage of planning is as important as the next and therefore to ensure my learners progress and learn each stage must be effective. To help my entire group learn I provide them with a variety of resources so that I am able to meet the needs and learning styles of my entire group.
