Learning Plans

Learning plans are conventions used by organizations and individuals to set targets and record achievements. Learning institutions have got different documentation used to design their practices over an extended period (Gervasoni, Hadden, & Turkenburg, 2007). A properly structured program has a document articulated with components such a learning goals, activities to the achievement of the goals, schedule, resources
and responsibility to the users. It is a significant content when actively developed to enrich a person’s life as well as the strengthening of the community. The manuscript herein is a discussion of different aspects of a learning plan ((Karathanos, & Karathanos, 2005).
In the development of a learning plan, several issues such as resources, objectives, priorities, needs assessment and competency of the team are considered. Learning plan development is a five-step procedure that commences at (1) the assessment of learning needs, (2) identification of learning goals, (3) identifying learning resources, supports and strategies (4) specification of evidence learning and (5) target dates. Though the design of learning plans varies from one group to another, needs of the learners need to be assessed to formulate workable learning objectives. The student is then given time to identify the resources and support for learning such as books, teachers and technology to evaluate their confidence in access to the learning strategies (Knowles, Holton III, & Swanson, 2014).
Additionally, during the development of the plan, the contribution of the learner under the guidance of a facilitator is core to evaluate the learners’ familiarity with the resources. It is significant in the specification of evidence in learning. The stage involves carrying out of learning assessments through portfolio, case notes, tests, and case studies. Lastly specification of target dates helps in reviewing of progress and task completion. The dates need to be reasonable to the achievement of the developed goals and within the timeframe of the given task (Smith, Polloway, Patton, Dowdy, & Doughty, 2015).
Learning plans are used by different organizations and individuals to attain varied goals. However, the variation in instructions and assessment in plans are based on various legalities that govern its existence and operations. Learning institutions have got several legal requirements holistic in the life of the learner for their safety. The legalities then call for different instructions and needs assessment procedures in structuring a learning guide (Karathanos, & Karathanos, 2005). For example in the US, the Children and Young People Act (1999) (Education Act 2004) considers parent as a carer for students under the Act a specification needs to be made on the plan of the responsible body of the child. The act also has varied clarifications for special needs children, as well as students at different ages. The specification in the laws over different learners dictates the methods, techniques and procedures through which assessment is done. For example, assessment of children under the Chief Executive of the Office for Children differs from that of children under parental care. Hence, legal requirements influence the instructions and evaluation in learning plans (Salvia, Ysseldyke, & Bolt, 2012).
Different learning plans have different resources accorded to educators and learners geared towards the achievement of set goals. In schools of any nature educators and students at the kindergarten level need sources such as playgrounds, books, sufficient rest time, and connection with carer givers. On the other hand, those at the post-secondary school level need little teaching time but more research time, supervision and individual ability to make decisions. The variation in needs is proper in defining different structures and levels of learning in schools. Therefore, learning plans need to be intensely looked into when at the development stage to avoid missing out the pillars essential to goal achievement (Parkay, Stanford, & Gougeon, 2010).
References
Gervasoni, A., Hadden, T., & Turkenburg, K. (2007). Exploring the number knowledge of children to inform the development of a professional learning plan for teachers in the Ballarat diocese as a means of building community capacity. Mathematics: Essential research, essential practice, 305-314.
Karathanos, D., & Karathanos, P. (2005). Applying the balanced scorecard to education. Journal of Education for Business, 80(4), 222-230.
Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2014). The adult learner: The definitive classic in adult education and human resource development. Routledge.
Parkay, F. W., Stanford, B. H., & Gougeon, T. D. (2010). Becoming a teacher (pp. 432-462). Pearson/Merrill.
Salvia, J., Ysseldyke, J., & Bolt, S. (2012). Assessment: In special and inclusive education. Cengage Learning.
Smith, T. E., Polloway, E. A., Patton, J. R., Dowdy, C. A., & Doughty, T. T. (2015). Teaching students with special needs in inclusive settings. Pearson.