By Rob Halsall, Michael Cockett
First released in 1996. Routledge is an imprint of Taylor & Francis, an informa corporation.
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Extra resources for Education and Training 14-19: Chaos or Coherence?
There has to be room for negotiation around competence and its relationship to other course elements, such as knowledge, understanding, theory and developing a critical attitude. 4. A need for mentoring Mentoring, or one-to-one tutorial support for learners, is important in a competence-based system. For a disaggregation into competence elements to aid learning, there needs to be effective dialogue between trainee and mentor. Arguably, the quality of this mentoring support is more important than the nature of the competence structures themselves.
Occasionally, people became very upset and on one occasion two people walked out of the session, one of them in tears. Once handed in, the drawings were assessed and placed in piles in front of the group. I picked up the lowest rated pile and asked people to say whether they thought they would find their drawing in it. In spite of the fact that it was usually the smallest pile, large numbers claimed that they expected to find themselves there. This then was the basis for a discussion about the feelings involved and the behaviour displayed by the group.
One of the advantages of the LAPP groups which were timetabled separately was that the team of teachers who taught them could co-ordinate their use of time. This is a pattern familiar in vocational courses post-16 but it is counter to school culture and organisation. The effect is that, for those teachers heavily involved in the low attainers curriculum, it is almost impossible for them to have any other significant teaching role. The alternative curriculum becomes their teaching life with the consequence that they spend most of their time dealing with the most difficult pupils in the school.