Desribe_What_Your_Role,_Responsibilities_and_Boundaries_Would_Be_as_a_Teacher_in_Terms_of_the_Teacher__Training_Cycle.

Stephen Dargan Ptlls 7303 Theory Assessment No1 Review what your role, responsibilities and boundaries would be as a teacher in terms of the teacher/ training cycle. Identifying participants needs Understanding in depth the needs or learners is a fundamental aspect of successful teaching. Needs can be related to personal agendas which dictate learning, define the teaching style the learner requires to learn effectively, or may be a more specific individual need related to the actual learning, such as a visual, kinaesthetic, auditory need, communication needs or dyslexia. Once the learner’s needs are identified a teacher can match the learning experience to the ability level, interests and needs of each individual. Some learners with a marked learning difficulty are identified as having a special educational need. Some special educational needs can not be met by the teacher and additional help or support is required from a third party. Planning and preparing This phase of the teaching cycle links objectives identified for the learning, to activities and approaches through which the learning will take place. Here, learner’s needs must be taken into account to ensure that learning will be stimulating and successful. When planning and preparing a scheme of work the role and responsibilities I as the teacher would need to consider would be to: • Think about the aims of the session and the desired objective the I would want the group to learn. • At the start of each lesson I would need to be specific about the desired outcomes of the session which I would like to take place. • I would have a shared framework of how the lesson should proceed • I would incorporate activities to meet the needs of the participants identified in the first stage of the cycle. • Time is an important factor is planning a scheme of work/lesson, to ensure each activity is well paced. • Taking into account the learning objective I would consider what learning materials I required. • When selecting objectives, some thought would be given to how the objectives relate to previous learning, but ensure that progression is clearly identified and shared with learners Designing resources Resources must aid the learning taking place in the classroom and link to objectives and learners needs. Design must reflect basic individual needs such as; Basic needs (Maslow’s Hierarchy of Needs 1943) and consolidate learning in an engaging way to sustain the learner’s interest and motivation. The use of ICT can assist with the production of resources and may enliven the learning environment considerably. A variety or resources should be incorporated into a learning programme to benefit all learning styles. To some extent Visual, auditory and kinaesthetic (AVK) learning styles can be found in all learners. The following are examples of resources that could be used to provide a learning opportunity for each of the different learning styles. Auditory: uses the sense of hearing: Videos, DVD’s Visual: over head projectors, work sheets, handouts and power point. Kinaesthetic: learns best by experience. Doing and self involvement. Models and games. When preparing resources, quality of presentation is of highest importance. Any auditory equipment should be sound checked to confirm serviceability . Delivering session It is important for the teacher to establish a personal style which is both comfortable and productive. Learners need to be stimulated by delivery, and a critical aspect of successful delivery is to frequently revisit objectives and measure progress against them. The teacher must be intuitive and responsive to the effects of their delivery and how it meets the needs of the learner. “at the start of a lesson, all teachers need to have some idea of what learning they wish to take place and how the lesson will facilitate that learning” Chris Kyriacou (1991) Assessing learning. It is important to monitor and assess a learner’s progress and attainment to ensure a lesson is being effective and is delivering the pupil learning intended There are several ways in which a teacher can assess learning within the lesson. Formative assessment can take the form of a dialogue about learning, and can also include peer assessment. Summative assessment involves measuring learning against specific criteria – such as a mark scheme or skills / competency descriptors. Successful learning incorporates the right balance of the two approaches whereby learners understand their current level of performance and how to improve / move on. Below are ways in which a teacher could assess the learning that has taken place. • Probe, question, check and test whether the progress and attainment intended is occurring. • Observe body language the learner is demonstrating verbal/non verbal. • Issue homework to probe the learning covered rather than generate new learning. • Prior to one activity finishing and the commencement of another activity, the teacher could use this transition period as an opportunity to recap and do some quick questions within the group, on what was covered and establish whether any problems had arisen. This ongoing probing/recapping will instil confidence in the teacher that learning is occurring. • Observation is a useful tool to confirm learning has taken place. i.e. are learners demonstrating skills they have learned from a theory session and putting them into practise during practical activities' Evaluation Evaluation is a critical stage where learning is measured and reviewed. Effective self evaluation of your teaching practise enables you to improve and develop your future teaching practise and provides an insight from the learner’s perspective into the learning experience within my classroom. There are numerous different ways of collecting data to evaluate your teaching skills, such as; • Evaluate the effectiveness of your teaching practise through observations of learner’s responses and take corrective action on development areas if there is an apparent difficulty in the transfer of knowledge between teacher/learner. • Obtain feedback from a colleague observing your teaching. A request could be made to specifically observe areas of teaching you have particular concerns with. • Request learners complete a questionnaire about your lesson, which explores aspects of you teaching and their experience of learning. • Conduct a group activity with learners requesting them to document three things they have learned and three things they would like to know more about. This would establish if the lesson had been pitched correctly • Measure performance against pre determined objectives I believe the training teachers provide is an investment to the learner and recognise that a learner’s success depends primarily on the commitment a teacher has in implementing all six elements of the training cycle into their teaching practise.