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Table of Contents
Introduction............................................................................................................................................. 3 1. Task 1: Roles, responsibilities and boundaries of the teaching role ............................................... 4 1.1- Role............................................................................................................................................... 4 1.2- Responsibilities............................................................................................................................. 4 1.3- Boundaries ................................................................................................................................... 5 1.4- Records ......................................................................................................................................... 5 1.5- Legislation and codes ................................................................................................................... 6 1.6- Role of initial assessments in teaching and learning ................................................................... 6 1.7- Points of referral that teachers can use to help meet potential needs of learners..................... 7 1.8- The need to take account of the diverse needs of learners ........................................................ 7 1.9- Assessment methods ................................................................................................................... 7 1.10- Advantages and disadvantage of different ways of embedding functional skills ...................... 8 2. Task 2: Plan and prepare for a teaching session ............................................................................. 9 2.1- Meet the needs of individual learners: ........................................................................................ 9 2.2- Approach teaching and learning ................................................................................................ 10 2.3- Strengths and limitations of the resources ................................................................................ 10 2.4 -Functional skills .......................................................................................................................... 11 3. Task 3: Deliver your teaching session and assess learning............................................................ 12 3.1- Lesson plan ................................................................................................................................. 13 3.2- PowerPoint Presentation ........................................................................................................... 14 3.3- Tutor feedback ........................................................................................................................... 15 4. Task 4: Reflect and learn ............................................................................................................... 16 4.1- Performance and experiences ................................................................................................... 16 4.2- Micro Teach Self-Evaluation Pro-Forma..................................................................................... 17 Conclusion ............................................................................................................................................. 23 Reference .............................................................................................................................................. 24 Website Reference ................................................................................................................................ 24 APPENDIX 1: Original Lesson plan ......................................................................................................... 25 APPENDIX 2: Peer Feedback for Evaluation .......................................................................................... 28
Introduction
I have been an engineer for the last eight years and a private mathematics teacher since 1998. Throughout these different experiences I have been involved in training co-workers and customers from various countries and taught A-level students. I was unable to appreciate the difference between teaching, learning and effective teaching. This assignment is a step towards becoming a professional teacher and a way to shape methods to make my teaching and learning more effective. First, I will define teachers role, responsibilities and boundaries. Secondly, I will explain how I planned and prepared my micro teaching. Finally, I will reflect on my micro teaching.
1.1- Role
The role of a teacher has evolved throughout time. Today, he has multiple functions. He is the one who delivers knowledge and helps learners by using appropriate teaching strategies, resources and material to make it understandable in order for them to learn and progress in a safe learning environment. Therefore, the planning and designing of courses are also a part of his function. Effectively, he has to produce a lesson plan with clear and reachable aims and objectives that follow the curriculum of his specific subject. His learners will then understand the aim of the learning, where they are in relation to this aim and how they can achieve it. Finally, his role is not restrained to the classroom; he is part of a community. He has to collaborate with his colleagues. Francis and Gould have pictured a non exhaustive sub-role of a teacher (2009, p.8).
1.2- Responsibilities
The key responsibilities of a teacher in the lifelong sector are very well listed by Francis and Gould (2009, p.9).The teacher is responsible for the learners in their class and to promote assessment for learning. He makes sure that his students comply with the rules of the college. Moreover, it is his responsibility to monitor, evaluate and improve the quality and effectiveness of his delivery by taking into account learners progression. Furthermore, a teacher in the Life Long Learning Sector should encourage his learners to take responsibility for their own learning by promoting an attitude to learning as a lifelong process rather than a short-term acquisition. To do so, he will have to encourage self-reflection in students to allow their personal growth and development to be useful to their lives. Lastly, the teacher must
have a level of control and authority over a class of learners. If he does not maintain his authority then he may struggle to get across the educational benefits to the learners and the session will inevitably loose its effectiveness.
1.3- Boundaries
As a teacher will be creating a working relationship with learners, he will have to realise, determine and set limits by cooperating with his students. Boundaries can also be set by following legislation and school policy. Once he has done that, it is his responsibility to control and maintain the line. If a learner crosses the line, it is the teachers duty to answer to that by talking to him or by taking disciplinary action respecting the school policy. Naturally, these boundaries can be adjusted. If for example a student requires a specific need, the teacher might have to broaden or adapt his boundaries.
1.4- Records
The records below will contribute to quality teaching and learning. They will help the educator to know where his learners are, where he is, and above all how he can manoeuvre and work on specific teaching areas. Records of learners progress and needs: We can put in this section exams paper,
assignments, feedbacks, workshop activities or preferred learning styles. Record of teaching progress: Resources and lesson plans can be placed in this section as
well as other information about his classes in case of illness. Record of absentees: If a student misses a lesson the teacher will be able to help him by
providing specific individual help. Register: This record is more for administration purposes. It helps to know who is in
1.7- Points of referral that teachers can use to help meet potential needs of learners
Students come from various backgrounds, and may have some difficulties that affect their learning capabilities. Teachers must remain up to date with their knowledge of points of referral and promote them to help these students. For example at College, points of referral which are available to meet the potential needs of learners include; Mentoring for success, Colleges Additional Learning Support and Colleges Counselor. External referrals, such as Learner Support Fund or Job Centre Plus, are available to meet the potential needs of learners.
Kinaesthetic) learning style analysis (Avis 2010, p.95) it is possible for the teacher to determine the preferred learning styles of his class and consequently adapt his approach of teaching to best fit his learners styles.
et al. 2007, p.147) There are two different types of assessment. Formative assessment gives information which can aid further progress. It diagnoses reasons for both good and bad performances during the course for example, observations in a classroom or periodic quiz. Finally, summative assessment measures and reports learners progress as a verdict on what has been achieved such as unit or semester tests. In brief, it summarizes achievements and will inform the teacher and students that we can move to the next level.
By completing this assignment, I have realised that roles, responsibilities and boundaries are key aspects of a teachers life. In the Lifelong Learning Sector, the teacher has to create effective and stimulating opportunities through his teaching that enable the development of all learners individually and equally.
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and concentration and may lead to disruption. At last, one possible problem of the use of handouts is that they may promote passive learning. To avoid this I plan a lot of interaction. PowerPoint is a great presentation tool. In effect, it highlights the main points of the teaching offers various animation functions to clarify difficult aspect such as the filling process. I cans see two problems with PowerPoint presentation. Firstly, it will provoke a linear lesson. In order to solve this issue, I will ask questions during the micro teaching and use the whiteboard to give additional information or solve a problem. Secondly, I have prepared my slides not necessarily in response to the needs of my students but according to an ideal lesson that I have in mind for this level of learners.
The subject will be a challenging one to teach due to the general nature of the subject and the lack of students prior knowledge. The lesson will be at high level definition which has forced me to find an easy way to explain this topic. The quiz and exercise are doable but require student to be very active.
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problem on the filling process. With this exercise, I could found out if students have difficulty in relating English word to mathematic formula. Furthermore, even if some student did not find the right size of the block they still could do the exercise. Finally, to plan this lesson, I had to know first which topic I am going to choose and what goal I am aiming. By knowing the destination point I had to figure out the departure one. This point is given by knowing my student. The third task gave me an opportunity to teach to non IT students a difficult subject in computer science which is memory management. In the past, I used to teach IT subject to engineers. With them, I could go deep in explanation and the example is always around hardware or software architecture. Contrary to the non IT students, I could not use these kinds of examples. A few students will understand it but the majority would not. Therefore, I always tried to relate the principle of memory management with an example that they are familiar with such as a bookshelf or restaurant. By being dynamic in the classroom make the lesson more welcoming. Finally, I was happy about my performance. I prove myself that I could explain a difficult concept and maintain my non IT students attention throughout the session. Unfortunately, I discover that one of my students is dyslexic. If I had this information earlier I would have made some change on my resource.
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open ended question during the sum up of filling process that cost me 5minutes, but it would be a dilemma. Students would not try to forecast issues that might happen, analysis or problem solving skill would not be involved in the lesson. The exercise 2 might have been difficult even if they had worked in pairs. From my observation, the math made the exercise hard to understand. A few students made mistakes on the size of memory block and as a cause and effect made the rest of the exercise difficult. Effectively, this exercise asks a lot from the students. They need to understand the text, break it down in parts, and draw memory bars and use slide 12 and 13 to fill these bars. 4. How appropriate and effective were the teaching and learner methods used? Like I mentioned on Task 2 I used PowerPoint, Whiteboard, Handout and exercises. PowerPoint because by displaying only the important points it is a good visual aid and associated with additional oral information it is a great tool in delivering knowledge. I explained each bullet point by adding examples, analogy and rephrasing it. I used the whiteboard during the correction of the exercise. By using for a very short period of time, it drew attention to one area of the classroom. I used their answers to correct the exercise and while I was writing the correction on the board, I explained again some parts of the lesson. To assess the knowledge of students, I designed a quiz and a problem activity. I used paired activities so that students could work together. I also set a ground rule by telling them to work in pairs not chat in their pairs. I used a lot of oral assessment because it was the fastest way to know the status of the class and have feedback from the classroom. The exercise allowed me to observe each student, see how they work. I had explicitly told them to work in pairs. I went to see each student to see how they were working. 5. How appropriate and effective were the teaching and learning materials and resources used? I created my own PowerPoint presentation and the content was a high level description of memory. I had to make to lesson appropriate for my learners by removing some elements and
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finding guidelines. Everybody thought the PowerPoint was clear except for two people (make the writing bigger and coloured background). Other than that, the PowerPoint was appreciated (good interactive PP, very good pp).
Assessment
1-How was assessment information used to judge how the learning objectives had been achieved? As it is a hard subject, I had to make sure that students were still active and understood exposition. I first found out that my lesson was going to shift on the first slide of the memory. By looking through the class while explaining what the memory is, I had this feeling that I had lost a few students. So I put effort into group dynamism, and asked if everything was ok? I explained the difficulties in other words. Afterwards I regularly check their understanding at different stage of the lesson. During the quiz, I used positive praise when students gave the right answer. When a student gave me a wrong answer I didnt react negatively, I asked him if he was sure about his answer and ask others learners for help. 2-Based on assessment information gathered in the lesson, how might the teaching be improved? I have been told that I had too many slides during the micro teaching. I had six transitions slide indicating where we are in the plan. I could incorporate the content of these transitions slide to the twelve slides that contain the key point of the lesson. As it is a challenging subject for my students I preferred to display our progress in the plan to inform them visually that we are going to see the next point of the lesson. During this micro teaching, I talked a lot. I could reduce my time of speech by doing more activities for learners. To do so, I would have to condense some explanation as it is already concentrate and it would probably lead to a lot of misunderstanding from the students. However, I could present only one filling process and concentrated my course around it.
Other
1-Identify and reflect on the strengths you displayed when teaching your micro-session. Sense of humour To teach to non IT students was a challenge. Sense of humour is an important aspect of my
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personality and it is reflected during the micro teaching. This makes them comfortable and relaxed. Relating information to day to day activities / Analogy By representing memory block like a bookshelf or the memory controller like a waiter who seats people in a restaurant seemed to make more sense to the students. That was seen positive by both students and tutor. very visual / Interactive Like Confucius said "A picture is worth a thousand words." The use of an animated block to explain the filling process makes the idea more understandable. Using additional information to encourage curiosity or more information was appreciated Providing info/books website to find out more detail or useful further reading
2-Identify and reflect ways to improve your session and areas for further development A general comment concerned the hand out could be stapled. I discovered during the session that one student is dyslexic. If I had this information earlier I would have changed the background of my PowerPoint and hand provided him with a coloured release of the handout. Otherwise I could have asked everybody individually if they have needs. Finally, one student told me that there was a Lot of information to take in. A way to solve this issue is to write down more information on the handout. Nevertheless, it could lead to several problems. The first one, the handout will not capture the key points and would be more like a text book instead. Finally, by having too much information on it, it will make the learner less active. I prefer for the student to work independently by taking key points and annotating the handouts accordingly.
After completing this task, I realised that a lesson can only be improved by self evaluation; critical reflection of ones own work and by accepting criticism from others. If I am able to do all this, I hope I will become a very effective teacher who always considers individual learners
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needs. I gather the different peer feedback for evaluation. Finally, it was very instructional to see various micro-sessions and different teaching and learning styles.
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Conclusion
A teachersrole is multifaceted and he has many different duties as a professional depending on the situation. To improve student achievement he must make his teaching effective by including different learning styles in his lesson, by knowing both his subject and students and plan his lesson well. He must pick the right resources to facilitate delivery of the subject and to make his students become active learners. He has to be a reflective practitioner and has always to reflect on what has happened in the classroom. As well as reflecting he must understand why, how and what if. A reflective journal will allow teachers to record significant events or an aspect of teaching and learning to promote reflective thinking.
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Reference
Armitage, A, Bryant, R, dunnill, R, Hayes,D ,Hudons, A, Kent, flanaga, K,J, Lawes, S. and Renwick, M (2007) Teaching and Training in Post-Compulsory education 3rd edition, Buckingham: Open University Press Avis, J, Fisher, R, and Thompson, R, (2010) Teaching in Lifelong Learning: a guide to theory and practice. Milton Keynes: Open University Press Francis,M, and Gould,J,(2009) A Practical Guide to Successful Teaching in The Lifelong Learning Sector.London Nicholls, G, (2002) Developing teaching and learning in higher education. London: Routledge Falmer
Website Reference
Institute for Learning, The Code of Professional Practice. Available at: http://www.ifl.ac.uk/__data/assets/pdf_file/0016/4903/2010_06_code_of_professional_practice.pd f [Accessed 20 October 2010] Adult Learning Inspectorate n.d, /* ALI Survey Report *//. Available at: http://live.ofsted.gov.uk/publications/goodpractice/htm/03/03.04.htm [Accessed 20 October 2010] Next Generation Learning n.d, Copyright issues for schools and college. Available at: http://www.nextgenerationlearning.org.uk/safeguarding-learners/Case-studies/Copyright-issues-forschools-and-colleges/ [Accessed 20 October 2010] Next Generation Learning n.d, Computer misuse in educational setting. Available at: http://www.nextgenerationlearning.org.uk/safeguarding-learners/Case-studies/Computer-misusein-educational-settings/ [Accessed 20 October 2010]
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