Learner monthly

Intervention report
 Intervention details

Learner details

Learner name James Learner

Client reference JLCA1

Learning provider Birmingham Metropolitan College

Period of report Wed, 1 Sep 2021 to Thu, 9 Sep 2021

Date printed Thu, 9 Sep 2021 at 11:26

Programme Level Level 3

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 Modules this month

What does literacy mean for me?

Date and time

Description
Literacy is the key to effectively communicating with the world around through reading, writing and speaking.
Here's how…

Learning outcomes    
1) Define literacy as it relates to the learner's identified additional learning need.
2) Identify and understand how to implement one strategy that addresses the literacy domain. 

Learner's tasks
In this video, the learner was introduced to the literacy domain. Based on their understanding, the learner will
able to identify areas in which they can improve their learning and ways to effectively manage literacy.

The learner was given a quick tip to practice reading out loud, especially when given any written instructions for
work. The learner understands that reading out loud will greatly improve their ability to carry out these tasks.

During the week, the learner was instructed to read aloud any instructions for work and studies, making notes of
how this affected the completion of the work or study assignment.

Tutor guidance during session

Review the learner's understanding of their literacy. Review and discuss the learner's experiences of reading
materials aloud before completing an assignment. How effectively did the learner find this strategy?

Has the learner viewed the content

No

Tutor notes

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 Modules this month

What does executive function mean for me?

Date and time

Description
Your executive function is in control of what gets done, how it gets done, and when it gets done. Here's how…

Learning outcomes    
1) Define the executive function as it relates to the learner's identified additional learning need.
2) Identify and understand how to implement one strategy that addresses the executive function domain. 

Learner's tasks
In this video, the learner was introduced to the executive function domain. Based on their understanding, the
learner will be able to identify areas in which to improve learning and ways to effectively manage their
executive function.

The learner was given a quick tip to start assigning specific times during the day to complete specific tasks. Over
time, these routines should become habitual, which will help the learner manage their time more efficiently.

During the week, the learner was instructed to assign specific times for revising coursework and to revise during
the times scheduled.

Tutor guidance during session

Review the learner's understanding of their executive function. Discuss the learner's experience of assigning
specific times and scheduling coursework. How effective did the learner find this strategy?

Has the learner viewed the content

No

Tutor notes

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 Modules this month

Team roles

Date and time

Description
Have you noticed that you interact differently with your parents than you do with your colleagues? We all have
different roles and ways of interacting with different people in our lives. Knowing how to work effectively with
each of them is an important interpersonal skill that we need to keep developing throughout our lives.

Learning outcomes    
–Identify 5 different roles within groups
–State personal preference for role 

Learner's tasks
In this module the learner was introduced to Honey's five team roles: the Challenger, the Doer, the Leader, the
Supporter, and the Thinker. They solved a case study and were asked to identify which character assumed what
role in the scenario. 

The learner was then asked to identify which role they personally prefer and was presented strategies to adapt
to different roles. The strategies include suggesting an alternative role for yourself, thinking about how to
maximise your contribution in the assigned role, and practicing necessary behaviours to build up your
confidence.

Finally, the learner was asked to reflect on their most recent group work experience and determine the roles
played by the people on their real-life project.

Tutor guidance during session

Learners with certain additional learning needs may lack self-awareness and interpersonal skills. This module
helps them understand how people function in groups and how they can best contribute.

The learner was asked to describe their most recent group work experience in terms of the roles played by the
group members. Review and discuss the learner's answers to following questions:

1) What was their most recent group work about? How many people were part of it? How long did it take?
2) What team role did the learner assume in that group project?
Did the learner feel comfortable in their role? Would they like to try another one?
3) What about the roles of other team members?
4) What's the reasoning behind that specific team role allocation?

Has the learner viewed the content

No

Tutor notes

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 Modules this month

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 Modules this month

Group dynamics

Date and time

Description
Have you ever worked in a dysfunctional team? Or a team where there were more excitement than actual work?
You may be surprised to find out that such dynamics aren't random at all.

Learning outcomes    
Explain the stages of group dynamics 

Learner's tasks
In this module the learner was introduced to Tuckman's framework of five stages of group dynamics: forming,
storming, norming, performing, and adjourning. Then the learner had to solve three case studies featuring
different group dynamics to better grasp the differences among the five.

Finally, they were asked to draw examples from their own experience to describe each of the five stages.

Tutor guidance during session

Learners who have additional learning needs in certain domains can lack self-awareness and flexibility to adapt to
changing group dynamics. That's why this module teaches them a model that goes through the good and tough
parts of working in a team and in turn helps the learner make sense of their surroundings.

The learner was instructed to draw from their own experience and write one example for each of the five stages
of group dynamics. Please review and discuss the learner's activity. Why did the learner assign the specific
experiences to certain stages? Is their reasoning correct?

For the purposes of this exercise the examples don't necessarily have to be from working in the same one team.

Has the learner viewed the content

No

Tutor notes

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 Extra tutor notes

Thu, 9 Sep 2021

Issue
literacy

Action
done

Impact
good

Next steps
more help

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