Principles_of_Delivering_Learning

Unit 1: Key principles of delivering learning. Identify and describe one good and one bad personal learning experience, in terms of the following: initial assessment, planning, resources, learning activities, teaching methods, assessment, evaluation techniques, the learning environment and describe how their reflections would ensure that their own delivery is a positive experience for their learners. “My bad personal learning experience.” I attended an advanced Food Hygiene course held at Bradford University in 2000. The course was scheduled for 26 weeks and the expected outcome was to achieve the Chartered Institute of Environmental Health (CIEH) advance food hygiene certificate. I wanted this certificate to enable me to deliver the basic food hygiene training course and register with the CIEH as a tutor. I had received a course work booklet only two days prior to the commencement of the course and found that I was required to purchase a textbook that would be used throughout the 26 weeks. This was on top of my initial course fee and was only available from a selected bookstore. The course was to be held in the local university halls, where, exactly, would only be made known when my classmates and I finally tracked down our tutor on site who was a replacement for the scheduled tutor who, we were told, had been double booked. Following our “new” tutor we tramped the corridors of this very imposing building trying to find our designated classroom only to find this too had been “double booked”. Half an hour after our arrival and proposed start time we were ushered into a large classroom. The environment was cold, drafty, poorly lit with what can only be described as well used old school furniture containing the names of previous “students” engraved into desktops in a variety of creative designs. Our Tutor eventually began by asking us to sign a register, or in this case a blank sheet of A4 paper, because she had left most of “the forms” at home. Whilst we did this, trying to keep our names “and signature” in a straight line, she fumbled with her laptop and projector trying to find a suitable piece of blank wall, her portable screen been “left at home” with her other forms no doubt. After another fifteen minutes and a flashing power-point presentation of, the windows logo, her holiday photos, a fire safety course and the windows logo again we came across “Advanced Food Hygiene” slides 1 to 73 all in very condensed slides. The course began with the Tutor facing the “blank wall” and reading the slides we were all looking at with her back towards us. I must stress that at no point had questions been asked about students having any learning disabilities, were we all on the correct course, had we any issues or anxieties. When once interrupted by one of my classmates asking where the washroom facilities were she received a “we’re having a break in ten minutes, can you wait'” Finally, at the first interval, I and a couple of fearless fellow classmates expressed our concerns and worries to our by now calm tutor, pointing out that we had paid quite a hefty course fee and expected a little more professionalism and organisation on which was to us such an important course. Explanation was, we should have realised, that she had only been given a short notice about taking the course and was not fully prepared and if we did not like it, “there is a complaint procedure” where' From that eventful opening session a tone had been set, we, the class, never really connected with her and an atmosphere of “well lets just get it over and done with” developed. Sessions were informative but at the designated agenda, no time to hear personal experiences, these were told at coffee breaks and in the pub afterwards. The Tutor never came or indeed was invited into social bonding, which inevitably grew between a group of adults keen to achieve such a prestigious and potentially lucrative goal. The teaching method was to give as many facts, verbally and via endless handouts, as possible and progress assessed by a number of assignments demanded by the certificating body. Feedback became “yes you passed that assignment” and I once received a “well done” having entered one assignment two days early. All our frustrations and disappointments came to a momentous conclusion when having studied, revised and finally braved the dreaded exam on our final session we were told the exam paper had been changed and was probably not representative of the course we had just taken. As a result three quarters of the class failed and did not receive a certificate. Appeals were organised but our particular section of the university was to be closed and out Tutor made redundant. Appeals to the CIEH were fruitless and only a handful of “our class” achieved their goal. “My good personal learning experience.” I attended a Institute of Safety and Health (IOSH) Managing Safely training course held at a Bradford training providers headquarters in 1999.The course was scheduled for twelve weeks and my aim was to achieve this recognised qualification and enable me to further my career in the health and safety industry. A course information pack was sent to me well in advance of the proposed start date with contact details of the tutor with instructions to contact him if I had any problems or questions concerning my participation. An overview of the course was included with an outlining of times and a detailed map of the venue. On arriving at the venue I was introduced to my fellow participants through an informal coffee gathering in an adjoining room to the classroom. Here we were shown the facilities of the building by our tutor and had an opportunity to chat informally with him and other members of staff who we would come into contact with during our course. The “training room” was light and airy with comfortable seating and plenty of arm and legroom. The furnishings were soft and clean and the room well lit and laid out. In front of each candidate were clean blank paper, pens and pencils, a course folder and a nameplate that faced the tutor. Also on the tables were bottles of water, squash and very clean drinking glasses. Having already met my classmates and tutor he wasted no time in formally welcoming us to the course and once again asked if there were any questions. He began with a power-point presentation, not reading from the slides and facing us, giving a number of learning objectives. He then switched off the projector and reconfirmed with us that we understood the nature of the work we were about to undertake and were we happy for him to continue. The tutor had a wealth of experience of working in the health and safety sector and often related stories of his own work to us when relevant. He initiated discussions between the group often on topical issues. Talking about things that you had seen on the national news and in the press only a few days before provoked some healthy and interesting debates. We were encouraged to relate our own experiences to the areas we were covering never being aloud to stray too far. From time to time we were split into groups, never the same group twice, to present our views to the group as a whole. This was a chance to inject humour into a very serious subject and each group strived to out do each other. Without realising it at the time we were progressing through the course format and achieving the tutors targets each session. His teaching method was relaxed and informal but with an underlying agenda to progress the course along. Required assessment results were treated with anticipation with the tutor genuinely taking an interest with results. He united the group and encouraged us to explore the boundaries of the subject far beyond the course requirements. By the time the required certificating bodies exam arrived, this was mentioned very little prior to the actual exam session, we were eagerly confident. The issue became not if we would pass or fail but by how much would we pass. All candidates achieved a very high grade in the exam of which we felt very little pressure. While having the latest teaching aids to hand and comfortable in their use, our tutor encouraged the group to find its own learning level and speed by working together and the “spectre” of the exam was demoted to just a necessary element along the path to achieving our goal. Conclusion. From two very different experiences and of course taking into account organisations, subject and costs involved, I feel I have gained a valuable insight into ensuring a positive experience for my future learners. Where possible an assessment of individual students should be undertaken prior to each course. This can be achieved in a number of ways, assessment form, interview etc. Any special requests or disabilities of a student could be highlighted at this time ensuring minimal disruption at course start. The course format, aims, objectives and expected outcomes should be delivered to each student at the start of the course. Planning the delivery of the subject is crucial to make your course a success. Each session should have a written lesson plan to ensure every element of the subject is covered. Flexibility must be built into each plan to allow for learners experiences and group development. Time must also be allowed for constant review and recap periods to help monitor group / individual progression. Preparation of learning resources and the learning environment is paramount in helping learners relax at the earliest opportunity. Equipment should be set up and ready to use prior to learners arriving with the tutor comfortable in its use. Learning materials arranged to be accessed easily and handouts arranged in order to speed delivery. The environment should be conducive to positive learning with clean, well-lit, airy rooms presenting a welcoming atmosphere. The tutor should be alert to the learning needs of the group / individual and respond accordingly. Having a sound knowledge of the subject matter is another key component in successful delivery, plus having the ability to maintain interest by using resources and equipment professionally as well as instigating group discussion, tasks and individual input. The tutor should present a relaxed and confident demeanour, showing genuine interest in the subject and the learners, praising positive input and helping learners realise their potential. Each learner should be encouraged by the tutor to become involved in a learning session and feel a sense of having contributed positively. On exiting each session I believe the learner should feel that their time had been well spent and they had achieved a positive outcome. I would very much ensure that feedback from learners was received to improve future sessions and for my own personal development. I would ensure feedback is acted upon and share experiences with fellow tutors whenever possible. I feel both experiences have taught me a great deal, making me further aware that learning is an ongoing process and that something positive can be gained from most situations. Unit 1 has reaffirmed my belief that planning and preparation are equally important to delivery and outcome and the effort required to communicate with learners whilst maintaining their interest and enthusiasm is immense.