Pel_Theory

Research and produce a written rationale on the topics negotiating with learners, inclusive learning, integrating functional skills and communication. Negotiating with learners “Every learner's aspirations and interests can help to shape their future lives. They should form the starting point for planning a meaningful and relevant learning programme. As they work towards their aspirations, helping learners to explore both the support that will help them, and the hindrances they may encounter, can help them to refine their ideas into something more achievable.” (Qualifications and Curriculum Development Agency) Negotiations between students and tutors start at the beginning of the learning programme in order to establish ground rules, set long-term goals and short-term targets for students to develop and progress, and determine the best teaching and learning methods to help students achieve their goals. In order to be able to set SMART goals, tutors must first gather information about their students’ background, aspirations and different learning needs. This can be done for example through: • Initial interviews • Initial assessments • SEN assessments • Tutorials • Group discussions • Questionnaires • Progress reviews Once the learning needs and goals have been established, targets can be agreed verbally, or written down in a learner contract. Targets should be reviewed and updated on a regular basis, and both students and tutors should be given the opportunity to reflect and comment on existing targets, and set new ones as appropriate. As an ALS tutor at Access to Music, the process of negotiating with learners is essential for the learning support to be effective. This is always a two-way process where tutors and students are equally involved in discussing the student’s learning needs, setting targets and establishing how to tailor the support. The process involves: • Initial assessments and a diagnostic test to establish the students’ level and any gaps in knowledge • VARK test to determine learning style • An induction questionnaire to gather background information and to establish learning needs • A one-to-one discussion about information raised in the questionnaire and how to tailor the support accordingly • Completion of an initial profile outlining learning needs, targets and agreed support, signed by both tutor and student • Ongoing progress reviews to check progress and review targets. This year, I have taken approximately 25 students through this process, and I have found it to be both effective and valuable, as it helps to keep students motivated and allows them to continually reflect on their ability, effort and progress. Inclusive learning In order to promote an inclusive learning environment, where all students feel valued, respected and are able to learn, tutors must consider issues of equality and diversity, as well as students’ different learning needs, and adapt their teaching methods and resources accordingly. To be able to employ a range of different delivery methods and create a variety of resources, tutors first need to establish how each student best learns and retains information. Fleming and Mills (1992) developed a system of categorising different learning styles or preferences, which is known as VARK. These categories include: Visual learners (V) – prefer visual information, e.g. videos, diagrams, mind maps, charts etc. Auditory learners (A) – prefer hearing information, e.g. lectures, discussions, audio recordings etc. Read/Write learners (R) – prefer text-based learning, e.g. books, articles, written handouts etc. Kinaesthetic learners (K) – prefer learning through experience or being engaged in hands-on activities, e.g. workshops, practical tasks, field trips etc. As part of my research, I conducted a VARK questionnaire survey with 20 of my Additional Learning Support students. I analysed the results and I found that a majority of students (50%) were predominantly Kinaesthetic learners, while 25% were Visual learners, 15% were Auditory learners and 10% were Read/Write learners. This seems logical, given that the sampled students are all studying on a largely practical music course, and many of them have learning difficulties such as Dyslexia, which cause them to struggle particularly with reading and writing. Sometimes students can have more than one preferred learning style. Reece and Walker suggest that “a combination of learning styles based on an understanding of learning strategies supported by ILT [information learning technology] within a flexible, supported environment will produce a learning experience that suits individual styles and maximises the student’s potential.” (Ian Reece and Stephen Walker 2007). Some examples of teaching methods that incorporate different learning styles are listed below: Lecture – Auditory Demonstration – Visual/Kinaesthetic Video – Visual/Auditory Discussion – Auditory Role play – Kinaesthetic Workshop – Kinaesthetic Quiz – Read/Write Brainstorming – Auditory Written test – Read/write As a tutor it is important not only to employ a range of delivery methods, but also to adapt resources to suit different learning needs. This might involve for example providing video tutorials as well as written handouts as a resource for revision. The effective use of ICT can be very helpful in covering a range of learning needs. One good website I found in my research is the GCSE Bitesize website, which offers resources for Maths revision that include a written explanation, a video tutorial and a practice test, thus covering all four learning styles at once. Integrating functional skills Key skills or functional skills are a set of practical, transferable life-skills recognised by employers, colleges and universities. There are six areas of key skills available as qualifications at level 1-4 of the National Qualifications Framework: • Communication • Application of Number • Information and Communication Technology • Working with Others • Improving own Learning and Performance • Problem Solving Key skills are assessed through an external exam and portfolio work, and the qualifications can be translated into UCAS points. Functional skills are becoming increasingly important and widely recognised in the UK, and the qualifications are delivered by a large range of institutions, including schools, colleges, training providers, employers, the Prison Service and the armed forces. Between 2000 and 2006, almost 2.2 million key skills qualifications were awarded in the UK. Access to Music offer key skills qualifications in three areas; Communication, Application of Number and ICT. As key skills can be applied to a wide range of different contexts, Access to Music focus all key skills delivery on music related activities, thus incorporating key skills into the main curriculum. The table below lists some examples of how functional skills can be integrated into music-related areas of study. Communication Speaking and listening • Group discussions and debates on a music topic • Presentations on a musical style • Aural tests Reading and obtaining information • Reading album reviews, music magazines and music articles • Researching music history Writing • Writing album reviews, music history essays, song lyrics, band biographies, music business proposals Application of Number Interpreting information • Interpreting time signatures, chord charts, album sales graphs Calculating and analysing results • Calculating notation values, royalties distribution, stage size and proportions, budgets and profits for music business projects Presenting information and data • Producing music business reports, action plans and promotional campaigns • Creating rehearsal timetables, scores and chord charts ICT Using ICT systems • Microsoft Office, Reason, Logic, Protools, Email, Internet, MIDI, Sibelius, Sequencers, Synthesizers Finding and selecting information • Researching Internet • Online music tutorials • Downloading music and videos • Searching for guitar tabs and lyrics online Developing and presenting information • Designing an artist website/Myspace page • Creating gig flyers, album artwork, promotional material Communication For this topic, I wanted to explore the role of non-verbal communication in teaching and how this can be used to enhance our teaching practice. I read several articles on non-verbal communication, as well as a scientific paper on universal vocal signals. I watched some video clips demonstrating communication through body language, and I conducted a role-play and a group discussion with my peers to determine how non-verbal cues affect how we are perceived as teachers. Through my research I found that although verbal communication is important to convey meaning, non-verbal communication also plays a major part in how we are perceived, particularly when conveying emotions and attitudes. In a study conducted by Albert Mehrabian in 1971, it was found that if verbal and non-verbal messages are incongruent, the verbal content only accounts for 7% of what the listener picks up on, while non-verbal cues, such as body language and tone of voice, accounts for 93%. I also learnt that non-verbal vocal expressions of emotion seem to be a universal phenomenon, as particular vocal sounds are attributed to the same emotions across different cultures. Non-verbal communication involves: • Tone of voice • Body language • Gestures • Touch • Posture • Facial expressions • Eye contact To communicate effectively as teachers we therefore need to make sure our body language is congruent with what we say. Being aware of our body language can help, for example to engage and motivate learners, to build trust, and to establish authority and discipline in the classroom. An awareness of barriers that may prevent students from communicating effectively is also important, as this can help us to understand our students better and try to modify our methods of communication accordingly. Barriers may include for example: • Learning difficulties • Different learning styles • Medical problems • Family problems • Cultural/religious barriers • Social barriers References Ian Reece and Stephen Walker (2007). Teaching, Training and Learning; a Practical Guide. 6th ed. Tyne and Wear: Business Education Publisher Limited. Qualifications and Curriculum Development Agency (2010) Learner Aspirations [Internet], Available from: http://www.qcda.gov.uk/13990.aspx [Accessed February 2010]. For the full bibliography, please see the research document submitted for PEL Theory Assignment 5.