Section 3

Developing a Learning Plan

As the coordinator, you will have met with the learners and discussed their goals, interests and abilities. However, it is important for tutors to set goals with their learners too. The following process helps tutors understand goal setting and how to design learning plans to meet their learners’ goals. A learning plan is not the same as a lesson plan. It’s a big picture or overview of what a tutor and learner hope to accomplish in their time together. You may find it helpful to read through both this section and Section 4, Lesson Planning, before doing the activities to gain a better understanding of how the two are separate but work together.

Learning plans use statements or objectives to show what learning will take place. The term objectives may be confusing to some tutors. Another term you could use is learning statements. Use whichever term works best for you and your tutors.

Activity A

Why we use goals

The first step in this process is to determine what tutors already know about setting goals. You may have groups who have had no experience setting goals, which is fine, as the next steps will take them through the process. The first activity will build on whatever experience they have had and lead into the rest of the section.

Reflection, discussion, use of handout

Materials and equipment

Flip chart and markers
Handout 4.6: Setting Goals – An Overview

Preparation

Copy handout.

STEP-BY-STEP PROCESS

  1. Ask tutors if they have ever set goals. Why did they set goals? Have them tell you what they know about setting goals. Write down their answers on the flip chart.
  2. Ask tutors why they would want to know their learners’ goals. Bring out the following concepts:
    • helps to keep the tutoring sessions on track
    • helps tutors find out what the learners want to do or learn
    • helps to focus on what is important
    • helps tutors plan lessons that are meaningful and relevant
  3. Review key points from the handout Setting Goals.
  4. Ask tutors why it would be important to include their learner in the planning process. Bring out the following points:
    • gives your learner greater independence
    • helps your learner take ownership of her learning
    • helps your learner work more effectively to accomplish goals
    • teaches your learner a process she can use outside your tutoring sessions.

Variation

To help tutors and, in turn, learners, relate to the idea of setting goals and planning at a concrete and applied level, you could ask them to think about a project they want to do at home, such as plan a family get-together, fix something that is broken or plan a holiday. For that project, what do they want to accomplish (goals)? What steps will they or would they have to take to make it happen (planning process)? In what ways does having a goal make a difference?