Practical_Teaching

In this essay I will seek to compare a teaching session that I facilitated on medical terminology, with that of an experienced teacher, who allowed me to observe her delivery of an element of a four day training course for students seeking to attain a Supervising Food Safety - Level 3 qualification. I will consider areas including: the learning approaches that were used and how these met the needs of the learners, the use of resources in the sessions and how effective these were, the feedback and evaluation methods that were used and how functional skills were embedded into the learning experience. My first question is to ask whether we created a learning environment that captured all the learners’ interest, engaged them in the deepest learning possible and motivated them to achieve the skills and knowledge that can be transferred into their working life. (Tomlinson, 1995) who emphasized that when teachers differentiate curriculum, they ‘stop acting as dispensers of knowledge’ and, instead, serve as organisers of learning opportunities. Differentiation is the process whereby teachers meet the need for progress through the curriculum by selecting appropriate teaching methods to match the individual student’s learning strategies, within a group situation. (Visser. 1993) As I look around my own class I see a group of difference, based on: learning style, age, previous classroom experience (highly negative, even traumatic), previous learning, the mood of the moment and learning ability et. al. Were we able to put a range of ‘wow, I never expected that'’ moments into the learning experience' (Ofsted. 2006) If so, was this inclusive of all the learners in their current moment' My colleague, ***, set clear objectives on what needs to be covered for the learners to pass the exam at the end of the session. Her session is based mostly on knowledge transfer due to time restraints, for this reason she takes more of a tell approach. Using name cards enabled her to address each learner personally. To keep learners engaged she uses her high energy, excellent questioning skills and addresses every learner in a way that is not threatening. This approach allows all learners to share their experience on food hygiene and to confirm their understanding of the module content. She has an exceptional subject knowledge and industry experience that allowed her to tell stories in a humorous and engaging way which underpinned the theory and brought high energy into the session and the learners looked to be engaged and motivated. The learners were able to make meaning of the learning as she connected it to their existing knowledge and experience. The group were engaged throughout my observation and there was no indication of behavioural issues as every learner appeared free to contribute and Sue affirmed all contributions. I have a longer term relationship with my learners and have established a good rapport with them and in our sessions we begin in negotiating how we might achieve the learning objectives. In my lessons I try to cultivate an environment that allows the group to take responsibility for their learning. I set homework tasks and the group share their leaning in the session. Whether we agree with the Learning Pyramid model or not, (Washington Post, 2013) my limited experience tells me that as learners take responsibility for their learning they retain more. The culture of my learning group is relaxed and inclusive of all as we have established a relational approach to learning which works well in meeting our set objectives. Did *** and I make the best use of resources' Both *** and I, used the Interactive SmartBoard and a PowerPoint Presentation to facilitate the session but having these up in the session does not guarantee an effective learning experience. ‘Remember, it is not what the technology does that makes it effective, but what the student does’. (Petty, 2007) So are we using the technology to best effect in incorporate a blended and differentiated learning experience' *** made excellent use of some unexpected resources she had a selection of food tins and cans, a rubber plucked duck, kitchen utensils and some packet food products. During the session she asked the learners to refer to these and identify key information such as the calorific value of a certain product, the primary food source and food content information from which she was able to facilitate an excellent discussion of food allergies. This was unexpected and I found this an excellent approach. Although I have provided a vast array of Good resources on Blackboard that we use in the lesson I fear that I am somewhat predictable in my use of resources which will never achieve my desired ‘wow, I never expected that’ reaction (Ofsted. 2006). I used a range of handouts, links to websites, videos and PowerPoint presentations to allow the students to research topics to enable them to feedback to the group the key learning points and this always seems to work well. This approach supports the range of learning styles present in the room. I think one of my greatest resources is in the use of my learners as research agents, as those who possess deep experiences that can be shared to add value and as those who can ensure added differentiation as they each have their own personality to add value. ***’s learners were able to offer examples of their own experience that brought much to the lesson. ***’s learners did not have individual ICT resources but as well as the physical resources she also provided a professionally prepared Food Safety which was referred to in the session but will be used as an ongoing reference book. Observing *** reminded me that we must not rely solely on the emerging technologies but evaluate what technologies we provide and what the the students actually do with it. I have a strong conviction that a relational approach to teaching (and life) will produce the best results. This is a key consideration as I walk the learning pathway with my students. A supportive and respectful relationship between learners and the teacher will ensure that realistic goals and targets are agreed, and how their progress will be assessed and recorded (Gravells and Simpson, 2008). *** began her session by outlining the objectives for the session; these were prescribed as these are the areas that learners will be evaluated on at the end of the course through a formal written examination. I tend to look holistically at what needs to be achieved, normally from the assignment criteria and then negotiate the specific objectives with my learners. I think both of these methods and have their place depending on the context. Both *** and I use formative feedback throughout our sessions which allows us to gauge the learners’ understanding and address any problems in the moment. This worked well for *** because she had established a good rapport with learners early in the session and I have, what I feel to be, an excellent relationship with my learners, so both of us encourage a safe learning environment that allows openness for all. Summative assessment for ***’s group will be a formal written examination where learners only get to see their final grade and not the specifics of their effort. My learners have to submit written assignments which I mark and then provide detailed written feedback to each individual. Students often send me their assignments before submission or ask me to sit with them and read through what they have done so for so that I can offer comments in a more formative way. How well were we able to address the need of our learners to develop their practical skills in English, Mathematics and ICT in our lessons to enable them to “operate independently in life and work” (Department for Education and Skills, 2006)' *** was able to facilitate this well, especially in the use of the resources. Students needed to locate product information, read it out and look, for example at the percentage of sugar content in the product. I was not able to observe use of ITC with the group but would expect that this would be incorporated at some point. I make regular use of ICT in that students research topics via our VLE, locate and use online resources, use the SmartBoard to report back to the group. I am not sure how effectively I embedded numeracy into this particular session and feel that this is an ongoing development area for me. As a conclusion I will reflect on the general effectiveness of my own teaching. *** predominantly used a tell approach in her session, I seek increasingly to encourage learners to take as much responsibility as possible for their learning. I feel that there is a place, where lecturers are charismatic in their approach and can engage learners well, for the more traditional lecture style of teaching in some, but not all contexts. This especially worked well for *** in the context of a short course. I also need to look at my use of resources more, hers were excellent; I am happy with the use of the VLE and getting the learners to take control for their learning but have become somewhat predictable in my approach which lessens the probability of getting the ‘Wow, I never expected that!’ reaction (Ofsted. 2006). I started by asking whether I captured all the learners’ interest, engaged them in the deepest learning possible and motivated them to achieve the skills and knowledge that can be transferred into their working life. I conclude that I do not always do so because I have become somewhat predictable in my approach. My learners tell me that they enjoy the sessions with me but, do they facilitate their learning to the highest levels possible' …peak experiences are transient moments of self-actualization. They are moments of ecstasy which you cannot buy, cannot guarantee, can not even seek. (Maslow 1965) I need to develop what Maslow calls “peak experiences” (Maslow 1965) or ‘Wow, I never expected that!’ reaction (Ofsted. 2006). High energy, good resources, great student teacher relationships or even charisma is not enough it is about igniting the flame of “self actualisation and beyond” (Maslow 1965) in our learners and I am not sure yet how I can achieve that. Thankfully “…self-actualization is not a matter of one great moment. It is not true that on Thursday at four o'clock the trumpet blows and one steps into the Pantheon forever and altogether. Self-actualization is a matter of degree, of little accessions accumulated one by one. (Maslow, A. 1965) Achieving something near this is a process and I need to make sure that I guard against predictability in my teaching and, bit by bit, lesson by lesson, incorporate moments that not only surprise my students but help progress them toward their true potential. WC 1549 References Creative partnerships: initiative and impact (HMI 2517), Ofsted, 2006; www.ofsted.gov.uk/publications/2517. Accessed 01/06/13 Gravells, A. & Simpson, S. (2008). Planning and Enabling Learning in the Lifelong Learning Sector (Lifelong Learning Sector Series) Trowbridge: Learning Matters Ltd. Learning Pyramid, NTL Institute for Applied Behavioral Science, 300 N. Lee Street, Suite 300, Alexandria, VA 22314. Maslow, A. (1965) Self Actualisation and beyond www.eric.ed.gov/ERICWebPortal/recordDetail'accno=ED012056 Accesses 21/06/13 Tomlinson, C. A. (1995). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Visser, J. (1993) Differentiation and the Curriculum, Birmingham, University of Birmingham Why the Learning Pyramid is Wrong. http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/03/06/why-the-learning-pyramid-is-wrong/# Accessed 14/06/13