Bridging_Assignment

Word count excluding quotes: 1552 Cert-Ed (Level 4)/7302 Bridging Assignment Assignment Brief Discuss at least two issues of equality and diversity, and ways to promote inclusion. Analyse at least two different ways to establish ground rules with learners which underpin appropriate behaviour and respect for others. Evaluate the use of initial assessment, formative assessment and summative assessment for at least one learner/group in your specialist area. Equality is about ‘creating a fairer society, where everyone can participate and has the opportunity to fulfill their potential’.It is about identifying patterns of experience based on group identity, and the challenging processes that limit individual’s ‘potential’ health and life chances. (DH, 2004). faculty.londondeanery.ac.uk (23/09/2010). Over the past few decades, legislation has played an important role in reducing discrimination to make the United Kingdom a more equal place to live. The Equality Act 2010 aims to provide a legislative framework to protect the rights of individuals and advance equality for all. Everyone is entitled to equal opportunities, this not only covers fair treatment regardless of age, sex, colour, race, needs etc, but also course literature, materials and the way in which we deliver the lesson. Equal learning opportunities for a diverse cultural nation include learning resources, designed to accommodate every learner and made adaptable to meet every individual learners needs. These should include images and text based a variety of ethnical backgrounds. Many teachers believe that we should attempt to acknowledge in our teaching the contributions made by every culture. Arabs developed our number system, the Chinese invented the suspension bridge, and Africans developed writing and the first cities; but you would hardly know this from the ethnocentric curriculum taught in most schools and colleges. Petty G (2004) p 84 The use of images promoting friendships between different ethnic backgrounds, using non sexist writing to promote equality between men and women, help to strengthen the cultural relationships between us all. The use of plain English, different coloured paper, different types of fonts and sizes, are all useful for learners who suffer from dyslexia and other forms of literacy needs. A useful exercise to treat everyone equally, is to produce all class notes on the same colour paper as learners with particular needs. Alternatively, produce the class notes on a wide range of coloured paper and let everyone chose which colour they prefer. We must be aware that treating everyone equally, is a form of discrimination. We are all different, but equally need to be treated individually, this is diversity. With the modern influx of immigrants to the United Kingdom, we must be aware of the ever increasing diverse cultures that are now apparent in most towns and cities. It is this diversity which we must take in to consideration when planning lessons for our learners. Various cultures and religious beliefs must be incorporated in to our lesson, which in turn promotes inclusion. Teachers are important role models, through multicultural education they can teach their learners to value cultures different from their own. Petty G (2004) p.84 - 85 Diversity is also based on educational differences, reflecting on the learner’s education and experiences. Encouraging diversity and engaging in cultural differences is also good for the economy, it helps to build and promote business links which otherwise would be harder to establish. Emphasising our differences makes us realise how mundane life would be if we were all the same. This gives the learners something to really think about and shows why inclusion is really important in all aspects of life. Whilst equality generally means everyone is treated equally and fairly, it is linked directly to legislation and guidelines, which together drive the initiative. Diversity goes one step further by valuing the differences between individuals, and by ensuring they are participating, you are including everyone (inclusion). Wilson, L. (2008) p.26-27 What is Inclusion' In 1955 the story of a brave and tired woman named Rosa Parks was put in front of this country's awareness. They say this woman had gotten tired, in fact, historically tired of being denied equality. She wanted to be included in society in a full way, something which was denied people labelled as "black" people! So Rosa Parks sat down on a bus in a section reserved for "white" people. When Rosa was told to go to "her place" at the back of the bus, she refused to move, was arrested, and history was challenged and changed. All of this happened because Rosa Parks was tired, historically tired of being excluded. She had sat down and thereby stood up for inclusion! Asante.S (2010)What is inclusion. Available at: http://www.inclusion.com/inclusion.html 23rd September 2010. To promote inclusion for all learners, we could look at their initial assessments and personal learning plans. This would enable us to gain as much background knowledge as possible, in order to establish any possible learning needs; learning styles, prior subject knowledge, interests and any barriers they may have to literacy, language, numeracy and ICT. We provide various points of referral for any learner experiencing difficulties, here in the college, our information and guidance team provides; learner mentors, learner welfare officers, dyslexia specialists, visual impairment specialists, co-educators (learning support), enrichment, safe guarding officers and a chaplaincy. As well as internal help, there are also external agencies such as, Connexions and Local Involvement networks (LINks). This vast support network enables every learner to receive the most from their further education. Promoting inclusion in our classes helps us all to understand and appreciate the diverse population of our planet. None of us are any better than anyone else and we should not oppress anyone in society. Educating learners to make a positive step towards including any individual, regardless of their race or ethnic background, will only enhance their learning experience. They will be able to appreciate how things are carried out, in other countries. Inclusion in education is only one aspect of inclusion in society, this also helps to develop community values and increases achievement. The laws regarding inclusion are relatively new; however, as an educational establishment we must take these laws very seriously to promote learning in a well rounded and interesting way, which meets all of the learners needs. The UK also has obligations under international human rights law to provide inclusive education for all children. Having the learners engage in discussions and debates enhances their abilities to listen and provide structural comments whilst also appreciating differences in individual people. Good classroom management skills are essential to the smooth and efficient running of any classroom. But, no one is born knowing all the ‘tricks of the trade’ and most teachers learn the hard way, by their mistakes! TE Editor on 8 September, 2010 - 07:13 Establishing The Ground Rules. Available at: http://www.teachingenglish.org.uk/language-assistant/teaching-tips/establishing-ground-rules 23rd September 2010. Learners differ when it comes to respect and behaviour towards others, so any ground rules will need to reflect these differences. Ground rules have to be established at the very start of the initial first class if they stand any chance of working. Teaching learners from various cultures, backgrounds and beliefs can be very challenging at the best of times. Initially, we all have to abide by the college rules and this is emphasised in signing the learner agreement. Whilst we are aware that these rules are in place, this forms a type of dictatorship, non negotiable without allowing the learners to debate and contribute to the obvious rules that are already set out. College rules regarding health and safety; smoking, bullying, equal opportunities, time keeping and deadlines are just a few we all have to adhere to. In order to safe guard our learners and promote every learner matters themes throughout our classes non negotiable rules have to be implemented alongside negotiable rules. Using these as examples, we can then start to negotiate other rules; this helps the learners take possession of their class by reflecting on each other’s opinions, encouraging classroom debates, discussions and ultimately, inclusion. Two lists of rules joined together, typed up and signed by everyone, including myself. This would allow not only the teacher, but also the learners to have a behavioural contract, that everyone has to work with. We could all refer back to any of the rules in the contract at anytime, should there be an occasion someone has broken them. By creating an equal platform for everyone, I included, they would hopefully have more respect for each other, as well as for me. We can see the rules help us all appreciate each other’s values and beliefs, which in turn help to provide a safe and enjoyable place to learn. We use initial, formative and summative assessments to track the progress of all our learners and ensure that learning is actually taking place. There are numerous assessment methods available; * Question and Answer (oral or written) * Written Report * Questionnaire * Projects * Quiz * Practical Assignments * Presentations * Reflective Journal * Portfolio of Evidence * Role Play * Test or Exam * Tutorial * Peer Assessments Examples from PTTLS course 2009. All of which aim to provide us with a detailed record of the learners needs, aspirations and progression. Assessment should be Specific, Measurable, Achievable, Realistic and Time bound (SMART). Tracking of the SMART targets are recorded on the learners Personal Learning Plan, where progression reviews are also recorded. When should we assess' Before the course starts, we interview the learners to start a screening and selection process. From their initial application form through to assessments made throughout the duration of the learner’s chosen course, we are continuously assessing their progression. For the initial assessment, we usually ask the learner to complete various diagnostic tests. These comprise of a written passage of text and a computer based literacy, numeracy and ICT test which enable us to get an overview of their current functional skills level and assess their prior learning (APL). It tells us of any weak areas the learner has and where help could be needed to improve their learning. This also provides us with an initial starting point to track their individual progression. Throughout the learner’s course, we track their progression using various types of assessment. In the Welding department, their practical skills are assessed by means of any prior learning in the subject and demonstrations for them to replicate, this provides us with an initial assessment to map out there next stage of progression. This is then followed by different practical tasks and oral questions. This formative assessment allows the learners to learn and improve their techniques in a constructive manner. These have to meet a list of criteria and are recorded on a tracking sheet. As they progress though the different levels, the assessment criterion becomes more stringent. Their theory lessons are assessed by means of; written questions, oral questions, gapped hand outs, puzzles, quizzes and exams. We use varied formative assessments in class to give all of the learners an equal chance to express themselves. For some learners, the chance to take part verbally proves to be better than taking part in formally or informal assessment. Two top-flight professors at Kings College London carried out a review of research on formative assessment. Black and William (1998) found that the most effective formative strategies could add the equivalent of up to two grades to a student’s achievement, and that it had the greatest effect on the weakest learners. They also discovered that on the whole teachers did not use the strategies that researchers had found most powerful. Petty G (2004) p.450 However, to complete the course there are various exams to be completed. Some are written and the others are computer based multiple choice exams. These are both summative assessments showing the learners comprehensive knowledge of their chosen subject and how they have progressed throughout the course. We assess their knowledge, skills and attitude throughout their course and record this information on a tracking sheet, action plan and also on their Personal Learning Plan (PLP). By continuously evaluating and assessing the learner, we can provide them with feedback, adapting their course and needs, to meet their individual learning style. Whether they are a Visual, Auditory or Kinaesthetic learner, by assessing and evaluating their progression, we help them to achieve their aspirations and hopefully gain employment skills they will need for the future. Assessment, evaluation and feedback can inspire and motivate the learner, giving them more confidence and boosting their self esteem. References: Books: Petty, G. (2004) Teaching Today. Nelson Thornes. 14/10/2010 p.84 - 85 Wilson, L. (2008) Practical Teaching: A guide to PTLLS and CTLLS. London: Cengage Learning. 25/09/2010 p.26-27 Websites: DH (2004) What is equality and diversity (online). Available at: http://www.faculty.londondeanery.ac.uk/e-learning/diversity-equal-opportunities-and-human-rights/what-is-equality-and-diversity (Accessed: 23rd September 2010). S.A (2010) What is Inclusion (online). Available at: http://www.inclusion.com/inclusion.html (Accessed: 23rd September 2010). TE Editor on 8 September, 2010 - 07:13 Establishing The Ground Rules (online). Available at: http://www.teachingenglish.org.uk/language-assistant/teaching-tips/establishing-ground-rules (Accessed: 23rd September 2010). Other sources of information. http://www.acas.org.uk/index.aspx'articleid=3017&gclid=CM7X9Labj6QCFYGX2AodFDI4JA http://www.edf.org.uk/ http://www.idea.gov.uk/idk/core/page.do'pageId=5145172 http://www.equalities.gov.uk/equality_act_2010.aspx