Dfa_7130

Certificate in Education DFA7130 Assignment 2 Enabling and Assessing Learning Contents Introduction For this assignment I have chosen to focus on a 1st year full time group who are aiming to achieve a Diploma level 1 in bricklaying. This group is called Full Time ‘B’. The group consists of 14 male students with ages ranging from 16 to 18. These students attend college for 21 hours per week and are aiming to complete the course in 36 weeks. They started their course in September 2009. The majority of the class have poor GCSE results with grades ranging from D to G. I teach these students on Mondays. The first session I teach them is from 8.30am to 10.30am, this is a practical session in the workshop. The second session is a theory lesson in the classroom, from 1.00pm to 2.45pm. And the 3rd session is from 3.00pm to 4.30pm. Literacy and numeracy are embedded into the course in the classroom and the workshop. The student in the group had little or no practical knowledge of bricklaying before they started their course and no members are currently working as bricklayers at the moment. With reference to the LLUK standards this assignment covers domain E, Assessment For Learning. I will demonstrate an understanding of the needs of the group and show how I plan to assess their learning. Section One Understanding Learning and Assessment I understand that there are various theories of how and why people learn which are relevant to the Lifelong Learning Sector. These include Behaviourist, Cognitivist, Humanist, Social Learning, Adult Learning and Motivation theories. There are also key concepts of assessment, such as ‘validity’ and ‘reliability’, which inform different types of assessment, for example, initial, formative, summative, normative and criterion-referenced. My students learn best in different ways and all in a variety of learning styles, so my delivery of a lesson must accommodate the various learning styles of my students. Students are given a ‘Learning Styles’ questionnaire at the start of their course. This enables me as a tutor to realize the differing learning styles of the students. Although most of my students are activists there is a variation with some being reflectors, pragmatists and theorists. My group enjoy ‘hands on work’ and are well suited in the workshop. When in the classroom, sometimes the students find it hard to concentrate when they are asked to ‘sit and listen’ to a lecture. I try to avoid these lessons when I am stood giving a lecture for the full session, so I try to include class participation by incorporating role plays or demonstrations such as, using scale size building blocks to demonstrate different brick bonds used in walling brickwork. I would ask a student to set out the blocks in ‘flemish bond’ and hopefully the student can demonstrate this with the blocks. I feel that all three schools of learning, Humanist, Behaviourist and Cognitivist are essential to be used at various times on various students. Discipline and rules for instance require more emphasis on some student than other students. I would incorporate this by giving praise or sanctions to students that respond better to a behaviourist approach. Behaviourists such as Skinner believe that all behaviour is learned and subject to conditioning. Desired behaviours can be induced by rewarding that response and either sanctioning the opposite or ignoring the opposite. I imply the behaviourist school approach in my teaching by using consequences as a result of mis-behaviour, for example, a student could be reported to the line manager for constant failure to comply with classroom rules. This could also lead to formal disciplinary action and ultimately lead to exclusion from the course. On the other hand I feel it necessary to praise students for good attitude to work and try to find opportunities to praise and give students merit for satisfactory completion of work, thus hopefully bringing the best out of the student. This could also increase the probability that the student will repeat this good attitude towards work and sustain his or her positive approach to their studies. I believe motivational theories, for example, positive teaching methods, relate to the behaviourist school of learning and are extremely important in the development and progress of students. Burden (2000:4) suggests that, ‘students are motivated to complete a task because they receive extrinsic or intrinsic rewards. For example a student may complete the task without protest because the outcome gained will contribute to praise from the teacher’. The humanist school however recognises the significance of the personal and emotional needs of the students and that individuals are motivated by the need for growth and personal achievement. However this can only be achieved when the basic needs of the student are met. By questioning my students about what they want to achieve I am more able to select strategies that will promote their motivation to learn. Maslow believes that success can only occur when students can satisfy the five levels of the hierarchy of needs, from basic life needs to safety needs to belongingness needs to esteem needs and finally reaching personal growth and fulfilment. One limitation of Maslow’s hierarchy of needs is that I may have difficulty identifying which particular needs my students are lacking, for example, I am unable to know that a learner goes home to a healthy meal and warm comfortable surroundings. If the learner doesn’t have these ideals then it is unlikely that they will perform to their maximum potential in the classroom and workshop. Therefore I feel that it is my responsibility to ensure that the classroom and workshop environment creates an atmosphere that is welcoming and safe to all students. The cognitive theory of learning is the process whereby students absorb information. Bruner cited in Alfrey (2003:13) states that, ‘students learn when they have access to a supportive interested adult who scaffolds learning by providing assistance and support when students are faced with challenging tasks’. He believes that students learn by the resolution of cognitive conflict and when presented with tasks which are meaningful to them. Through observations, assessment and questioning I am able to discover whether students are meeting the required standards as set by the performance criteria, and ensure students fully understand the requirements asked of them. This allows me to build on knowledge already gained by students and use strategies to target and support individual students to help enable achievement of the Brickwork Diploma Level 1 qualification. It is essential that I apply differentiation by scaffolding parts of my lessons to meet the needs of various students. Each student has an Individual Learning Plan (ILP) which is visited twice a term. Here targets are set and recorded which are specific, measurable, achievable, realistic and timely (SMART). These are completed in tutorial sessions with myself and the student. My learners are required to build brickwork models in the workshop. They are given a Diploma level 1 model book at the start of the year and asked to work through this at their own pace. There are nine models for each student to complete. Once a student has completed a model it is my responsibility to check that the model reaches the required standard which is stated in the marking scheme of the book. I check each model for accuracy in length, height, plumb, design, choice of brick and other factors depending on the model. Each model has an allowance or tolerance which must be adhered to. Using my discretion and tolerances I am able to decide whether the student has passed their assignment or not. If a student passes they are given a mark in their book and allowed to progress onto the next model. If a student fails I will give advice on what criteria they failed on and guidance on how they can pass the model at their next attempt. As the students advance through the book, the models they are building get more complex, this enables me to assess whether students are progressing. In theory lessons in the classroom I follow the scheme of work which is set out by the City and Guilds Governing Body. I give lectures on the various units that the qualification entails as set out in the scheme of work. In my lessons I like to demonstrate different aspects of the scheme of work by using PowerPoint presentations, gapped handouts, question and answer sessions, group activities, quizzes and information videos. Once learners reach the end of a unit they are given an End of Unit Exam which is completed electronically, usually by 20 multi choice questions on the relevant topic. If a student passes the exam their results are tracked and the student can progress onto the next unit. If a student fails I will give them some more revision relevant to the exam and they can take a re-sit when I think the student is competent to pass. I believe behaviour is a fundamental characteristic in a learner’s chance of a positive outcome in their studies. If a learner insists on behaving in an inappropriate way, not only are they reducing their chances of success but also they are putting other learners at a disadvantage by disrupting numerous learners’ studies. I initially found it difficult to implement a behaviourist school of approach as my learners realized I was a new tutor and took advantage of my inexperience and lack of enforcement on sanctions that I had implemented. They tested my rulings and pushed the boundaries that I had set. This led to my confidence being low and I feel that at the outset my lessons suffered because of this. Upon gaining advice from my colleagues I began to recognize the need to employ the sanctions that I had implemented in order to achieve a positive successful learning environment. Occasionally students approach myself and other tutors with problems that they are suffering in their home life. I believe this can affect their learning in the classroom. I try to make the classroom as welcoming as possible, have resources that are interesting and available to all which can encourage and develop independent learning. I try to set realistic achievable targets and give various learning objectives which are hopefully inclusive to all and incorporate differentiation. Section 2 Part 1 Learning and Assessment in Practice Learner Profile: Learner A Learner A is a white British male aged 17. Learner A lives in Huddersfield near the college. Learner A is a problematic individual who possesses attention seeking traits. He requires constant encouragement to complete any work in both practical and theory areas. When Learner A adapts a positive attitude he can produce a good standard of work. Learner A's lack of self motivation could be a significant influence on whether he is successful on completing his course. According to Learner A’s learning styles questionnaire Learner A is quite visibly an activist, however this is not displayed in the workshop as Learner A seems to give any excuse to avoid doing practical assignments. Learner A is behind the majority of his peers in practical lessons although his work in the classroom is of a better standard, when he can motivate himself. Learner A’s attendance is poor and he often makes up excuses to leave college for one reason or another. Learner A often turns up late to classes and invariably gets sent home as we employ a strict time keeping policy, of which Learner A is well aware. Learner A doesn’t receive EMA which could be a reason for his poor attendance. Learner A works at McDonalds once or twice a week, he seems to enjoy this. Learner A achieved a good level 1 result in his initial numeracy exam and entry level 3 in his literacy exam. Learner Profile: Learner B Learner B is a white British male aged 17. Learner B lives in Huddersfield in close proximity to the college. Learner B is an exceptionally talented and gifted student who has a thirst for knowledge. Both his practical work and theory work is of a very high standard. Learner B’s father owns his own construction company and Learner B works part time with his father when he isn’t attending college, undertaking various construction duties including plastering and brickwork. This is clearly evident in the results of his work. Learner B is a well balanced student and according to his learning styles questionnaire his learning styles are an even mixture of activist, pragmatist, theorist and reflector. Although his hands-on approach to work is of an excellent standard, Learner B is also able to apply himself just as well in the theory aspect of the course. Learner B gets on well with his peers and is often known to help out the lesser abled learners. Learner B’s attendance is very good and is above 95%. Learner B has GSCE grades C in Maths and ICT and his other grades vary between D’s and E’s. Learner B has excellent communication skills and contributes well in class discussions and enjoys participating in all aspects of learning. Learner B has no learning difficulties and should complete the course on schedule and achieve his Diploma 1 in Bricklaying. He is also hoping to progress onto level 2 and level 3 and ultimately onto a site managerial qualification. Section 2 Part 3 Learning and Assessment in Practice Blooms Taxonomy is very useful in both planning objectives and planning increasingly challenging objectives. Blooms taxonomy suggests that, ‘people first need to acquire knowledge before they can understand the knowledge. They need to be able to understand the knowledge before they can apply it to different contexts’ DfES (2003). I can use the steps in the taxonomy to help plan objectives for lessons over a period of time to ensure that lessons are making increasingly challenging cognitive demands on students. My first lesson plan is session 64 dated Monday 22 February 2010. The area of study/module reference is: Knowledge of Building Methods and Construction Technology, and covers Unit CC1003K of the Diploma 1 in Brickwork. The aims of this lesson are to introduce learners to foundations, walls and floor construction. I had to state the purpose of a datum level used in construction relating to: roads, brick courses, paths, excavation and finished floor levels. I had to lecture on the different types of foundations and floor construction commonly used in dwellings, highlighting strip and raft foundations, concrete, sleeper walls, joist and bison beam flooring. Usually I would start the lesson with a recap of the previous session. In this case the previous session was an end of unit exam, unit CC1014K. I congratulated all learners for passing the exam and held a brief question and answer session with regards to unit CC1014K After the recap I showed a selection of videos and animations describing the various types of concreting and excavation methods. I narrated as the as the videos were playing, highlighting the various aspects of foundation concreting. I decided to do this as there are few other relevant resources in the classroom the can show the learners detailed information with regards to concrete foundations. The videos were easy to digest for the learners, by being straight forward and easy to understand, thus creating an inclusive learning environment. According to QDCA website, ‘Inclusion is about the active presence, participation and achievement of all pupils in a meaningful and relevant set of learning experiences. One of the main purposes of QCA guidance on inclusion is to establish the entitlement to a range of high-quality teaching and learning experiences, irrespective of social background, culture, race, gender, differences in ability and disabilities.’ When planning for inclusion it involves thinking about how teaching and learning can be designed to meet the needs and interests of the full range of learners these may include: * Students with different learning styles * The different needs of male and female learners * Learners with learning difficulties * Learners with social, emotional and behavioral difficulties Once the videos had ended I held a brief question and answer session to test whether the learners had taken in the information that I had hoped. Some learners answered questions quite fluently whilst other learners needed some prompting and hints on the answers. After the question and answer session I gave learners a handout which incorporated literature on foundations and concreting. These handouts gave detailed explanations and descriptions on different types of foundations and when and where different types of foundations can be used. I asked student to read these handouts and then answer the numerous questions at the back of the handout. Although these handouts had a wealth of information in, I think that maybe they were too much for the students to consume in one go. Also some learners managed the task easier than others, so in hindsight I feel that maybe putting the learners into groups for this particular task would have been more beneficiary to the learners, as they could have shared knowledge and assisted each other’s learning. In this particular lesson ICT skills weren’t addressed. Numeracy was touched upon slightly as some questions in the handouts asked the learners to work out the size of the excavated trenches, and the amount of concrete needed to fill the trenches. Then learners had to work out how much it would cost to apply the concrete using the cost per metre that they had been given. Literacy had been addressed as learners had to read the content of the handout and then write the answers. I assessed the learning outcomes by asking students to mark each other’s work at the end of the lesson. I went through the answers of the questions with the class, asking learners to give me the answers as we went along. I ensured that all learners were fully aware of all the answers and I asked learners to correct any incorrect answers that they came across. Research has shown that this method of assessment, peer assessment, ‘will result in students achieving more if they are fully engaged in their own learning process. If they know what they need to learn and why, and they actively assess their understanding, gaps in their own knowledge and areas they need to work on, they will achieve more if they sit passively in the classroom’. DfES (2004). My second lesson plan is session 65 dated Monday 22 February 2010. The area of study/module reference is: List the materials used in concrete foundations and floors and identify the reason for the use of Damp Proof Membrane, and covers Unit CC1003K of the Diploma 1 in Brickwork. The aims of this lesson are to ensure learners are introduced to and understand the reasons for the use of DPM’s and DPC’s within construction. Again I used videos alongside digital animations to describe the various types of flooring methods. As I am new to teaching I have just discovered the ‘Brunel Library’, here we have an abundance of teaching resources including excellent demonstration videos with regards to flooring and foundations. I have found these resources to be invaluable and have been enjoyed by all the learners in my class. These videos have been specifically prepared as teaching aids in construction and I feel they are understood by all levels of learners in my class. I feel that sometimes in bricklaying, one of the best teaching techniques is simulation or a demonstration. Here students can see the whole process of a situation in small, easy to digest stages. This obviously works best for visual learners but after seeing the reaction of my class I feel all learners received great benefit these resources. I then showed learners drawings of different types of flooring, I described the uses of each, and informed learners of the situations in which would be used. I then asked students to draw detailed three dimensional cross sections of two different types of flooring to ensure learning had been embedded and understood by the students. This is also a reliable form of assessment as students could clearly demonstrate learning had taken place, and any mistakes would be clearly evident. The scheme of work that I have to adhere to is stipulated and constructed by the awarding body. I feel that all aspects that we cover in the scheme are valid and informative. I believe that some lessons could be made to incorporate more sessions as one session in the scheme asks to describe different brick bonds, I have 2 hours to deliver this when surely 30 minutes would suffice. I have spoken to my curriculum team leader about this and other issues and he is hopefully making progress to change the scheme accordingly. I realise that no lesson is perfect, and as stated in Hayes (2003:109), ‘regardless of your skill in planning, awareness of individual needs, careful resourcing, excellent presentation, appropriate task setting and perceptive assessments, every lesson can be improved. In truth, some lessons will be outstanding, some will be dire and the majority are likely to be satisfactory. The secret is gradually to reduce the worst and increase the best.’ I realise that there are often factors beyond my immediate control that are affecting the teaching situation, for example the recent inclement weather which led to classes being postponed. And similarly the presence or absence of one specific student can change the whole class atmosphere, thus affecting teaching and learning. Conclusion Bibliography Alfrey, C. (2003) Understanding Children’s Learning. London: David Fulton Burden, P. (2000) Powerful Classroom Management Strategies. California: Crown Press DfES (2003) Teaching and Learning in Secondary Schools: Pilot Unit 4 Questioning DfES (2004) Assessment for Learning: Putting it into Practice. Open University Press Hayes, D. (2003) Planning, Teaching and Class Management. London: David Fulton Qualifications and Curriculum Development Agency http://www.qcda.gov.uk/13580.aspx, (accessed 16 January 2010)