Essential_Skills

Embedding Essential Skills Reflective Statement Introduction Upon Reflection of an essential skills group activity the importance of embedding essential skills throughout lessons became apparent. According to Freiberg, (2002) it is highly important to embed essential skills in the lesson planning process. In the case of my own subject area, students are required to take part in personal development and self esteem enhancing activities. This subject is not literacy, numeracy or ICT based, however according to Angelo and Cross, (2002) to develop essential skills in any subject area several classroom assessment techniques can be implemented into lessons to enhance learning. During the lesson opening while stating the ILOs, literacy can be embedded by asking the students to write on the board or read from bullet points displayed, this is an activity that can provide feedback for the student and teacher both aurally or formally and can also promote active learning. Using Technology to enhance learning can also be effectively implemented by using video projection to encourage listening skills and note taking which also embeds literacy, focusing on writing skills. Using notes taken from videos can help give students a tool for entering into classroom discussion and debate. This can help them become more expressive and articulate, helping them interpret research or their peer’s opinions. The interactive white board can improve numeracy and literacy in many ways, as it can be used as an assessment tool for both teachers and students to highlight gaps in vocabulary, spelling and grammar. Also using ICT for word processing in applications such as word is beneficial for enhancing such skills. For example using word to ask students to word process a list of classroom rules can provide interactive feedback for the student as well as formal feedback for teacher. Numeracy can be improved through using the interactive whiteboard to access games for key stages on websites such as Bitesize (http://www.bbc.co.uk/schools/gcsebitesize/) and BBC, (http://www.bbc.co.uk/) which actively involve the learner promoting interactive learning. Using ICT to also gain knowledge on conversion of measurements in heights and weights has been an effective tool I have used in addition to using tape measures and scales to improve numeracy skills and aid student’s learning by implementing differentiation. As part of enrichment for this unit students are also required to take part in physical activity. Inclusion of essential skills can be in the form of asking students to count out passes or drills for teammates. This also promotes peer and group work as well as active learning. Also writing out gym or game rules or using ICT to find videos of games using the internet enhances learning. To embed essential skills it is important to differentiate and assess progression among students. Classroom assessment requires the active co-operation of the students to enhance their own skills. Teachers can build trust by issuing student-teacher contracts in aiming to improve rapport and motivation to show their interest in the learner’s success. According to Freiberg et al., (2001) the teacher can focus the lesson planning by asking themselves continually: What are the essential skills and knowledge I am trying to teach' How can I find out whether students are learning them and how can I help students learn better' Conclusion Embedding essential skills systematically is very important for the learner in conjunction with effective self and teacher assessment as students need to receive appropriate and focused feedback early and often. According to Freiberg (2000) this helps students also need to know how to assess their own learning in order to improve. Embedding essential skills through active, interactive, differentiated, peer and group learning can enhance the student’s essential skills learning, through beneficial feedback. References Angelo. A., T., Cross,. P. (2002). Classroom Assessment Techniques. A Handbook for College Teachers. 2nd Ed. Pub. London. Freiberg. J., H. (2002). Essential Skills for New Teachers. Journal of Educational Leadership. 32, 34-48. Freiberg, J., H., Connell, M. L., Lorentz, J. (2001) The Effects of Consistency Management on Student Mathematics Achievement. Journal of Education for Students. 3, 249-270. Freiberg, J., H., Driscoll, A.. (2000). Universal Teaching Strategies. Boston: Alyn and Bacon. http://www.bbc.co.uk/schools/gcsebitesize/ http://www.bbc.co.uk/