Course/Programme: Foundation Learning Tier Academic Year: 2012/13
Group: FLT Entry 3 Adult Student Numbers: 23
Awarding Body: City and Guilds Level: Entry 3a
Teacher’s comment on this cohort of learners:
The purpose of Course/Subject Cohort Analysis of Individual Learners is to record the profile of the individual needs of a group of learners within a programme of learning.
Learner’s Name N a m e o f P e rs o n a l T u to r IA L ev e l E n g lis h IA L e ve l M a th s IA L ev e l I C T P re fe rr e d L e a rn in g S ty le s L e ar n in g S u p p o rt N e e d e .g . d y sl e xi a S tu d e n t n u m b e r / C o m p u te r L o g -o n E th n ic g ro u p
Individual comment on learner.
Tomasz Kuc S. Noori E3 L1 E3 Kinesthetic No 846306 Polish (eu)
Hanna Szymczak S. Noori E3 L1 E3 Visual No 818989 Polish (eu)
Setareh Nahwi S. Noori E3 L1 E3 Visual Yes 516344 Iranian (Asia) Very sensitive (To be approached carefully)
Sandya
Wimalasuriya S. Noori E3 L1 E3 Visual No 863883 Italian (eu)
Haritha
Asha Sabriye S. Noori E3 E3 E3 Visual Yes 308921 Somali (afr) Partially impaired (needs individual support)
Aalia Mohammad
Ismail S. Noori E3 L1 E3 Visual No 786836 Afghan (Asian)
Adissa Traore S. Noori E3 L1 E3 Auditory No 846298 Italian (eu)
Xiaoshan Xu S. Noori E3 L1 E3 Visual &
Auditory Yes 712256 Chinese (Asian)
Needs extra time to complete the activity in class.
Enesia
Nyamutumbu S. Noori E3 E3 E3 Auditory No 757754 Zimbabwean (afr)
Marian Ahmed S. Noori E3 E3 E3 Visual Yes 773639 Somali (afr) Partially impaired (needs individual support)
Renshan He S. Noori E3 L1 E3
Visual Yes 822942 Chinese (Asian) Due to personal health (Needs to have flexibile
time to be in class) Selamawit
Ghebrehiwet S. Noori E3 L1 E3
Visual &
Kenesthetic Yes 693499 Eritrean (afr)
Needs extra time to drop off her child at a school.
Mohammad Abdi S. Noori E3 L1 E3 Visual &
Auditory No 846306 Iranian (Asian)
Pycha Ikolombe S. Noori E3 L1 E3 Visual Yes 866837 Congolese (afr) Needs extra time to complete the activity in class.
Gisele Ngimbi
S. Noori E3 L1 E3 Visual, Auditory & Ken.
No 301504 Ghanaian (afr)
Nahimana
Musafiri S. Noori E3 E3 E3
Visual &
Auditory No 327382 Burundian (afr)
Needs extra time to complete the activity in class.
Yupin Boot S. Noori E3 L1 E3
Visual Yes 786173 Taiwanese Needs extra time to drop off her child at a school
(Will be supported individually).
Rosine Ndjebayi S. Noori E3 L1 E3 Visual &
Auditory No 802301 Cameroonian (afr)
Zewditu Tesfay S. Noori E3 L1 E3
Auditory Yes 773774 Eritrean (afr) Needs extra time to drop off her child at a school
(Will be supported individually).
Baharan Azezey S. Noori E3 L1 E3 Auditory &
Kenesthetic No 466730 Ethiopian (afr)
Auditory & Ken. Simona
Pilibavicilite S. Noori E3 L1 E3
Visual, Auditory & Ken.
No Lithuanian (eu)
Teaching Strategies for the group:
Read some of the example teaching strategies below and describe how you will approach teaching and learning with this group:
• Make sure your students know you have high expectations but that you understand their particular weaknesses
• With reference to the whole group, much attention should be given to vocabulary work, particularly being certain that students understand the specialist vocabulary of your subject in both its generic and specialist context
• When introducing new vocabulary, the new words should be analyzed for syllables, prefixes, suffixes and spelling. Make vocabulary development is an intrinsic part of your course delivery
• It will be necessary to be aware of the weaknesses of some of your students when any form of reading is required in the classroom or for homework
• Ability to read quickly and fluently does not directly relate to the ability to learn. It provides an easy tool but students with such weaknesses can find other avenues for learning. Use multisensory teaching methods as much and as often as possible
• Give students model answers so they know what you expect. Give clear guidance for research and background reading
• At the beginning of each lesson provide a summary that introduces new ideas and vocabulary and gives an overview of your topic so that students know what to expect
language
Strategies for teaching taken from TMC TGPs
1. How effectively will you address the pace of the session? By engaging the learners to participate in the group activities and providing differentiating work to cater the needs of my learners.
2. How will you gain the interest and attention of the learners? Utilising the interactive whiteboard, providing pair work activities, session related games are being utilised.
3. How will you ensure the learners achieve the objectives of the session? By evaluating the sessions and analysing the feedback from my learners
5. How will you measure whether the learners participate in an active learning session? By implementing a summative assessment when a session draws to conclusion. Also completion of the activities successfully will indicate the learners’ participation.
