I will now reflect on the things I have learned in this unit that have impacted my practice and explain how I have made changes. Retail Knowledge courses are set by a curriculum influenced by funders Westminster Kingsway College, OCR, government and our own institution. Stakeholders include students, the university, government, our facility, employers, the examining board and the retail sector. Unit 2 SOW had offered students support for their needs but lacked differentiation and this area needed to be developed. Changes were made so that students could be accommodated in a more inclusive way, moving away from teacher-led sessions and using cognition with a humanistic approach in their learning. Students would use their past experiences to demonstrate and share their learning, giving them the opportunity to take control of their learning with increased self-assessment. Piaget described cognitive as “intellectual disturbance in view of learning, motivation is internal to the person and derives from the need to find meaning. Only when meaning is established can satisfaction be achieved” (Gould. 2012:48). No changes have yet been made to the laptop and projection and I have moved more towards using the graphic organizer and other resources to generate more group work, presentations, role-plays and activities to develop deeper and more interesting learning. I used my class profile where available to pair students to support and maximize their learning. The main problems with any additional provisions for resources and equipment are due to restrictions on spending and the availability of funding. A number of various icebreakers are used to engage students and introduce new subject areas, crossword puzzles are developed and used to motivate... ... middle of paper ... "intrinsic reinforcement", which he describes as a form of internal reward , such as pride, satisfaction and a sense of achievement" (Gould, 2012: 113). Finally, it demonstrated enrichment in their learning and they decided to prepare an internal lunch for the last day where all students agreed to bring food or drinks to celebrate completing the course. Works Cited Armitage, A. Et al (2007) Teaching and Training in Post-Compulsory Education, (3rd edition), Buckingham: Open University Press.Armitage, A. Et al (1999) Teaching. and training in post-compulsory 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.