Introduction To Teaching And Learning

Introduction To Teaching And Learning1.1 Analyse the role of initial estimate in the projecting and article of belief process.Initial judgment should affect office staff before a student commences a course to picture they ar on the right on path (Ann Gravells 2007). It is close to establishing your apprentices starting points and is a crucial part of the discipline journey. It provides the info carryed to decide a disciples starting point and is the benchmark from which learners submit and measuring achievements.Doing an initial sound judgment not only allows the teacher to make the learners require, but excessively att arrests removes every barriers to learning they whitethorn carry.Initial sagaciousness should be done with the learner acceptd, it should be centered on the learner. As Green (2003, pp 5) statesInitial assessment inescapably to be done with learners rather to them. It should be of benefit to learners and help them olfaction confident(p) a pproximately themselves and their potential to learnThe kayoedcomes of initial assessment help to form the individual learning plan (ILP). In fact, it would be difficult to supply all the study necessitateed for an ILP withtaboo carrying out a thorough initial assessment.The obvious roles of initial assessment to summarize is to outfit starting points position learning goalsPlan routes towards these goalsHelp learners to feel positive about their potential1.2 Describe and evaluate contrary methods of initial assessment for practice session with learners.Methods of initial assessment vary but it is important that they persuade some(a) form of accomplishment/knowledge assessment, which toiletteister be clear by the teacher.Methods of initial assessment involveObservationInterviewsDiscussionsQuestionsTestsObservationacquiring learners to do tasks / exercises to perform a plastered skill and observing them lets you rede how they argon doing.Learners ho intent do presentatio ns about an exercise they deem had to do on a payoff covered in a lesson, you net observe them doing this and see how wholesome they atomic number 18 doing.Interviews and DiscussionDiscussing with learners, asking them questions and audience to what they say provides information about how they be and any issues they might take for.The wonder process could cover things such asReasons for applyingPrevious experience fore termination achievementsCareer aims and aspirationsQuestionsThese could be written or oral. If apply the same questions for assorted learners, this could be a problem, as they whitethorn pass on the answers. request questions stomach be drop to assess knowledge and pick uping.Questions should be commit which require an answer that demonstrates knowledge. (Ann Gravells 2007).TestsNot all learners are keen on tests they are seen as very formal methods of assessing learning.A gapped handout fundament be a utilizable way of testing knowledge. Learners ar e presented with information with missing words that they need to fill in.1.3 Evaluate ways of planning, negotiating and arrangement appropriate learning goals with learners.As part of initial assessment goals would have been recognised that the learner wants to invent towards and achieve. The teacher and the learner would have officially negotiated and agreed upon them.Mager(1984) statesIf you dont know where you are going, it is difficult to select a fit means for queerting in that locationA supportive and respectful family relationship between learners and the teacher get out ensure that realistic goals and tar sucks are agreed, and how their progress will be assessed and recorded (Gravells and Simpson 2008).When tar expresss are being agreed with the learner, these should eternally be SMART (specific, measurable, achievable, realistic and clock timebound). By doing this, everyone is clear about what is to be achieved and why, when, where and how (Gravells and Simpson 2 008).Recording the learning goals involves getting the learner involved, getting them to take self-command of them and to agree and negotiate them. All the goals and targets need to be recorded.After doing an initial assessment the information ga in that locationd from it allows a teacher to device an someone Learning Plan (ILP). An ILP provides a record of the 5 stages of RARPA (Recognizing and Recording patterned advance and Achievement) and allows the learner to ricochet on their own learning and achievements.The process of creating an ILP needs to involve the learners. They have to be individual to the learner and embed literacy, language, numeracy and ICT goals. By utilize regular tutorials and review sessions with the learner, allows the ILP to be updated and amended as needed.2.6 Identify and evaluate opportunities for learners to provide feedback to inform practice.Reviewing the progress of a learner on a regular basis harbours them the chance to have a one-to-one wit h the teacher and obtains the learner the opportunity to review where they are up to and to discuss their goals and achievements. Any problems they have stinkpot be discussed and evaluated and goals can be amended if needed. Having reviews is an informal way for the learner to give any feedback they whitethorn have about how the course is going on a personal level.Learners can be encouraged to give feedback by directly asking them questions. If classes are small and interactive and there is mutual trust and respect on the part of the learners and teacher, then session questions directly to a class may be feasible. However, there is no scope for anonymity of learner responses and some learners may feel self-conscious voicing less popular opinions in such a exoteric vogue.Learners could give anonymous feedback by means of a questionnaire handout about the course, they would fill it in and put into a box at the end of a lesson.Getting feedback online is a possibility. Learners co uld email the teacher at particular proposition points in the course with their questions, and some brief comments about what they find useful or arent sure about. Obvious downfalls of using any online method is learners need to have profit approach path, but if the fostering establishment has this in place, it doesnt accept any problems.3.1 Select/ aline, use and rationalise a range of inclusive learning activities to en therefrome and impress learners, ensuring that course of study requirements are met.Once schemes of create and lesson plans are devised you need to begin delivering learning.Addressing the diversity of learners by selecting appropriate curriculum and course content is a critical aspect of inclusiveness.Using a categorisation of visual, aural and kinaesthetic methods of delivery will help stumble all the learning styles of your learners(Ann Gravells, 2007). By using learning activities that use the same delivery methods you can include all learners learnin g styles at bottom the class. retentiveness that lesson plans will have the courses curriculum learning objectives and outcomes on them we can identify what activities we can use. many learning activities areDemonstrationCoachingradical exercisesRole bestowBy using activities that use a mixture of visual, aural and kinaesthetic methods, we can enthuse all learners.Demonstrations can motivate the learners by getting them to do something practical, for instance, get the learner to put a computer together by actually doing this rather than just discussing about it. The learner would be more enthusiastic and motivated as they are physically doing something they are not passive, silent learners. Rewarding the student when they have successfully done their activity will motivate them to learn more. Demonstrations can be supported with handouts and other(a) activities to support all learning styles.As Petty statesWhat the learner does is more important than what the teacher does.Coachin g is a one-one or small group activity, which would involve the teacher giving a demonstration, which is then followed by an observation of the learners performance. Using coaching takes into account the needs of the individual.Group exercises could involve members of a group who have a certain skill mixing up with learners who have contrastive skills. This would motivate the learners to lam together and gain knowledge from each other and allow inclusive learning to take place.Ginnis(2002) pointed out that learners are more motivated, ensnarld and promiscuous when they have some control over their learning.3.2 Analyse the strength and confinements of a range of resources, including new and emerging technologies, showing how these resources can be employ to promote equation, support diversity and contribute to effective learning.The following are a few resources teachers generally useOHPsHandoutsInformation and learning technology(ILT)OHPs have a great strength in the fact they can be utilize in daylight you face the class and can therefrom more easily control the group, get all the learners involved it can be used with other aid solid can be prepared before a lesson or as the lesson develops and the material can be stored and used again. Limitations of using OHPs are learners cannot interact with them. They need to be positioned in a classroom so everybody can see the material being presented. If the classroom is large, learners sitting at the back may not be able to see the material distinctly.Handouts are useful in the presentation of information or worksheets. Using presentation handouts have the limitation of the fact that learners may take them residence and not read them. A handout can be a straightforward record of the inform that has taken place, evidence indicates that handouts that are solely used in this manner rarely lead to sustained learning. (Armitage et al, 2003). Care must(prenominal) be taken if any learners are dyslexic with th e use of colours on the handouts. Gapped handouts are a good way to evaluate if learning has taken place by getting the learners to fill in the missing words. It must be noted that handouts need to promote equality by not using words on them that are gender specific for example, male henpecked wording.ILT refers to the use of information and conversation technologies to support the core business of your plaque (Gravells and Simpson, 2008). ILT is a term used for the entire computer indus fork over and covers a wide range of technologies. As all learners are individuals with different needs, from different heathen backgrounds, gender, race and different ages the use of ILT promotes equality and supports diversity.E-learning includes the use of electronic learning technologies as previously mentioned this would include interactive whiteboards and data projectors and practical(prenominal) learning environments. As each learner has different learning needs, there are different e-le arning teaching methods. Some learners may prefer to learn when and where it is convenient for them, this can be achieved by distance learning from home or somewhere else. Learners are able to interact with their teachers and resource materials at a time of their choosing. The obvious limitation is that the learner needs to be self-motivated and may feel they miss out on one-to-one colloquy with their teacher, they can feel isolated.Using virtual classrooms that duplicates what is found in a real classroom provides teachers and learners to meet virtually they dont have to be physically in the same room. This is known as asynchronous learning. Learners can engage with each other when it is most convenient for them to do so. They can leave a trail of their postings some(prenominal) like a blog for other learners and the teacher to see. Of course this has its limitations and is open for abuse. Limitations such as the learner could get somebody else to enter the virtual classroom for them the learner needs to be computer literate and needs access to the internet.The use of audio aids help support diversity, if somebody in the classroom was partially sighted, they would describe the information that is being presented. The teacher could have an induction loop organisation in the classroom to include learners with a controling impairment.By providing different environments and a range of resources, effective learning can take place. It is manifest that by using a range of resources in teaching, different learning styles can be used which supports equality and diversity.3.4 Select/adapt, use and justify a range of inclusive resources to promote inclusive learning and teaching.The education establishment should promote inclusive learning for everybody. Having easy access to classrooms by means of having lifts for wheel chair users is an important resource. Classrooms should be laid out in such a way that wheel chair access is easily established.Handouts are a cl ear way of showing if your learners are actually harkening and learning. Consideration must be taken when innovation handouts if some of your learners are dyslexic or have sight impairments use different colour paper and use a larger-sized font. You may need to photocopy handouts in order to give out to the class, but you may have run out of the budget allocated to you for photocopying. Instead of photocopying them you could email them to the learners and get them to print them out or you could use the education establishments learning broadcast such as WebCT and encourage learners to access them here.The use of the internet is a great resource for learning and teaching. Most learners would have access to computers at their place of study and have access to the internet. As we all know, the internet has a wealth of information and is a great learning tool. Teachers can use the internet to find lots of free resources by carrying out a search on their particular subject (Gravells and Simpson, 2008).Most educational establishments have access to library resource facilities learners would be encouraged to use this to help with their learning and assignments. If there is no library resource you could adapt and use the local public library, which would have books, ICT and other useful resources for your learners.Some educational establishments have expert help available to both learners and those teaching them, responding to them and supporting their learning. These are often referred to as disabilities unit or equality unit and will usually contain personnel trained in identifying and responding to specific learning needs (Race, 2007).Their should be departmental help within the teachers department on such issues as ICT assistance, this could come from technicians to help with ICT equipment or a programme leader who could assist with helping the teaching get up to speed with new ICT equipment such as an interactive board.4.1 engross and evaluate different cha t methods and skills to meet the needs of learners and organisations.Communication is a means of passing on information from one person to another. It is also a manner of expression, for example, your body language, voice and gestures you make (Ann Gravells, 2007).Methods of dialogue involveVerbalNon-verbalWrittenFeedback is a verbal communication skill that identifies clear that learners are actively comprehending. Speaking clearly at the right stair is an important verbal communication skill. If some of the learners first language is not English, you need to be careful with use of words they may not be familiar with.Non-verbal communication includes such things as your body language, gestures, and even off the way you sit. It is important you dress appropriately, act professionally and confidently, as the learners will observe your dress, manner and attitude.Written communication can be in the forms of a handout, email, computerised presentation to name a few. It can be used to direct the learners to do something such as direct them to a assumption location.Listening is an important communication skill. You need to be able to listen to what your learners say when giving responses and answering your questions. Not being able to listen to what your learners are saying and answering their questions satisfactory causes communication to break down.Empathy and liberality are also skills of communication.You can express empathy when you have personally experience something your learners have gone through. You can sympathise when you havent (Gravells and Simpson, 2008).4.2 Evaluate own communication skills, identifying ways in which these could be improved including an analysis of how barriers to effective communication might be overcome.During part of my team-teach, I tried to communicate clearly and not use any jargon that could have misunderstood the learners. The information that was presented using the data projector was clear and not cluttered. I asked appropriate questions and listened to the learners responses.I felt I intercommunicate too quickly during the team-teach and should have utter slightly slower than normal. By speaking slightly slower would give the learners time to take in and assimilate what is being conveyed.When giving handouts, I made sure there werent any spelling mistakes or grammatical errors on them, failing to do this would lead to confusion for the learners.A skill to communicating effectively is to project confidence.Asking the right questions at the right time to get the information we need allows us to communicate effectively. oral examination communication must be clear and not heavily accented. It must be accurate, not ambiguous or biased and be uttered in a professional manner.We must be aware of what the learners soon know, no point aiming a lesson at too high a level if the learners arent at that point this would lead to confusion.As Nickerson, (1999, 2001) verbalizeThe judgment of convicti on of knowledge leads us to overestimate what others know.Testing communication prior to use can help overcome communication barriers. Learners may have cultural differences, which may have an impact on their literacy learning. Initial assessment may help here, once you are aware of any issues, you can work on them and communicate in a way that enables learners to interpret what you are conveying.The learners body language can help overcome barriers to communication. By using regular eye contact with all learners you can see the expressions on their faces and this helps identify if there is any communication problem.The learners themselves may have barriers they may have preoccupations, which lead to lapses in concentration, or they may not understand the terminology being used, they may be colour blind thus handouts need to be adapted for them.Physical factors in the classroom play an important part in effective communication. The classroom layout needs to be correctly laid out in order for the learners to see and hear you, the lighting has to be good, and noise levels to a minimum.Introducing a complex result can cause communication problems to the learners, to overcome this, you need to break the topic down and present it in logical manner.6.1 Use regular mirror image and feedback from others, including learners, to evaluate and improve own practice, making recommendations for modification as appropriate. front to doing the team-teach I had to do a micro-teach session and reflect on it. Having unplowed a pensive journal it was noted that I had to look at timing issues as I was trying to cram too such(prenominal) information into the session that made me run over time. With this taken on board, the team-teach session was done as to not cram too much information in and to try and get the timings more precise. I feel the information content was better, the timings were a little better, although the team-teach still went over time but I believe that was down more to the questions being asked from my peers.At the end of the team-teach, feedback handouts were given out to my peers, which provided me with an evaluation of the session and allowed me to look at possible modifications for future sessions I plan on doing. All the feedback was positive, everybody stated that they had learnt from the session, that the handouts had been clear, that a variety of teaching styles had been used and the visual aids had been used effectively.Some of my peers had commented on how the session may have been improved upon such as not to make the session too subjective and try not to use own opinions without providing evidence. These have been noted in my reflective journal and will allow me to improve my own practice.As well as using a handout for feedback I informally spoke to some of my peers to help me realise if the delivery of the team-teach had been successful or not.My communication skills need improving to make sure I speak clearly, and a little m ore loudly and slowly than normal. I have learnt that some of the words used in communicating verbally need to reflect equality and inclusiveness and not be biased in any way.I also need to identify which elements of the minimum core is being addressed, oddly the specific ones and to add these to my lesson plans and scheme of work in future.