Your anxieties addressed
Question: I only teach for two hours per week. When am I expected to do all this paperwork?
Answer: As far as possible encourage learners to update their own learning plans. They could do this through peer review. You need to make sure that this activity is an integral part of your teaching. Visit Tree of learning for ideas about producing and reviewing a group learning plan.
Question: I teach one-day workshops and tasters. Am I seriously expected to do a detailed learning plan for every learner?
Answer: Apply common sense. What can you do in the time available that will be useful to both you and the learners? Take the opportunity to negotiate what you will cover in the day's workshop based on learners' expressed needs and interests. Have a few possibilities in your head when you enter the room, and adjust your plans in the light of what learners tell you. Make a record of some kind of what you have agreed. Flipchart will do. Revisit this record at the end of the session to check whether learners feel their goals have been fulfilled. Keep the record as evidence that you are complying with the requirements of RARPA. You could photograph it, for example.
Question: I feel all this planning and reviewing detracts from the very small amount of time we have to spend on teaching. What do you have to say to that?
Answer: It certainly uses up some of the time you spend with learners. But unless you check what learners are hoping to achieve, and check whether they feel they are making good progress, how do you know that you are providing sufficient challenge and not just allowing them to stay in their comfort zone? How can you be sure that the people who leave your group aren't doing so because they feel their needs aren't being met?
Another benefit is that if learners are able to work independently on assignments or tasks directly relevant to their personal goals, you have more time to spend giving support and attention to individuals within the group.