I will now reflect on the things I learned in this unit that have impacted my practice and explain how I made changes. Retail Knowledge courses are set by a curriculum influenced by funders Westminster Kingsway College, OCR, the government and our institution. Stakeholders include learners, the college, government, our institution, employers, the exam board and the retail sector. The Statement of Work for Unit 2 had offered learners some support for their needs, but lacked differentiation and this area needed to be developed. Changes have been made so that learners are welcomed in a more inclusive way by moving away from teacher-led sessions and using a cognitive approach with some humanistic approach to their learning. The learner would use their past experiences to demonstrate and share their learning while giving them the opportunity to take control of their learning with more self-assessment. Piaget describes the cognitive as “an intellectual disturbance with a view to learning, motivation is internal to the person and arises from the need to find meaning. Only when meaning is established can satisfaction be achieved” (Gould. 2012: 48). There are still no changes to the laptop and projection and instead I resort to using a graphic organizer and other resources to generate more group work, presentations, roles. -games and activities to develop deeper and more interesting learning. I used my class profile when available to pair learners to support and maximize their learning. The main problems with any additional provision for resources and equipment are due to restrictions on spending and available funding. A number of varied icebreakers are used to engage learners and introduce new areas, crosswords are developed and used to motivate... ... middle of paper ... "intrinsic reinforcement", which it describes as a form of internal reward, such as pride, satisfaction and a sense of accomplishment” (Gould, 2012: 113). Finally, demonstrated enrichment of their learning and decided to prepare an internal lunch for the last day where all learners agreed to bring either food or drinks to celebrate the end of the course. Works Cited Armitage, A. Et al (2007) Teaching and Training in Further Education, (3rd edition), Buckingham: Open University Press. Armitage, A. Et al (1999) Teaching and Training in Further Education, Buckingham: Open University Press. Gould, J. (2012) Learning Theory and Classroom Practice in the Lifelong Learning Sector (2nd Edition), London: Sage Publication Ltd. Petty, G. (2009) “Teaching Today”, A Practical Guide, (4th edition), Cheltenham: Nelson Thomas.