Professional_Development

This essay is based upon a lesson plan I delivered to my group and the reason why I developed the plan. The group consist of four female students the age of 18 and 19 plus who all When the girls were in year ten they decided to take hairdressing as an optional subject which would be part of their educational program. They stayed on at school and progressed through level one two and three each completing a City Guild Award in Hairdressing. All my learner have different learning styles which I took into consideration when planning the lesson, although I did not want to label Individuals, equality is important, I tried to adapt different learning styles to suit their own Individual needs. From my own experience the way we learn changes through experience and how we develop can change our ways of learning. I looked at the Honey and Mumford’s (1992) learning styles their approach to learning the four styles they use are; * Activists; like taking a risk, drama and excitement I reflect this style to the student who wants to own her own salon. * Reflectors; like time to stand back and consider situations this style goes to the student who cannot really decide just what she wants until she has completed the program. * Theorist; Like to pay attention to details and take the logical systematic and objective approach this style goes to the student who want to go to university. * Pragmatists; enjoys demonstrations and practical sessions this student will enjoy teaching and demonstrating her knowledge to other student The students had reached their goal; It was now time for them as individuals to decide what career path was the best way forward after long discussion and research into specific areas each student produced different progression routes to meet their expectations, university salon owners and prospective teachers. The students decided to stay on at school in an environment which they enjoyed to complete the next stage of level three which would give them enough UCAS points to attend university to continue their career. City Guild is the UKs leading provider of vocational qualifications offering over 500 Awards across a wide range of industries it enables learners to progress from entry Level one to the highest levels of professional achievement, City Guild is recognised by employers worldwide. The program the students have decide to take was a V.R.Q City Guild level 3 diploma in Hairdressing, this qualification has specialised unit which include Colour correction, Bridal hair, Hair extensions and Creative designs. This course is designed for demonstrating real skills, working with paying clients in a realistic working environment under commercial pressures and within commercially acceptable working times. The course would support the learners to gaining confidence and manage the commercial salon this would provide them with the experience of dealing with clients problem-solving situations and a work together as a team embedding time management and gaining their skills for life. At the moment the learners are working on the Bridal unit, which involves creating a mood board to inspire the learners with designing and dressing hair. The session was based on the Bridal unit underpinning knowledge was given in creating curls which I deliver both theory and practical session to the learners. To gain this qualification the learners are required to demonstrate and build a portfolio of evidence showing they understand the underpinning knowledge of the subject as well as performing a number of practical assessments and tasks. When I researched resources for my lesson plan I look at ways of using a classic conventional Method I wanted to make the lesson interesting and completely different from using the ordinary rollers or curling tongs, I read books on changing styles and methods I researched the inter net, I found a clip on you tube how to curl the hair using tin foil this was perfect it also met the criteria of the scheme of works. I looked at what my aims for the session needed to be. Petty (2004, p391) He stated “you must think very careful about your aims before starting your plans” this describes in a generalized manner what I hope or intend to do taking into account the every child matters  be healthy  stay safe  enjoy and achieve  make a positive contribution  achieve economic well-being I then thought about the outcomes I wanted and needed to achieve by the end of the lesson. Petty (2004 p393) has stated that” outcomes should specify precisely and in concrete terms what a student should be able to do” he also went on to say “that outcomes should be written in such a way that it is possible to determine whether or not the outcome has been achieved.” Matching my outcomes to the Blooms Taxonomy I tried to take into account * Cognitive domain : the order that would suit my learners would be the knowledge and recognising the information also definition and verbs which would explain the activity memorise and recognise and finally structure of evaluating the whole concept of learning * Affective domain the order of this domain would be respond, participate, behaviour, attitude and group activity key words to use respond contribute and perform. * Psychomotor domain the order of the Psychomotor would be precision performance of a task, using skills demonstration of activities key verbs to use would be demonstrate, complete and control. Pedagogic and Andragogy I looked into the research of pedagogy and andragogy and identified a number of different approaches to teaching that can promote different types of learning, I chose pedagogic direct interactive learning because practicing new skills will help the students engage and motivate in new activities using questions and explaining will help in the developing concept of the new knowledge and skills. Example of this I would do the demonstration which would be teacher lead. After the learning was reviewed the students reflected on the learning, clarifying goals and the criteria for excellent work, telling students what they do well in terms of present performance these goals key features of the knowledge were discussed the students considered using their new knowledge and skill again. Andragogy has been defined by Malcolm Knowles as “the art and science of helping adults learn” (Knowles 1970). Though many attribute the word to Knowles, it was first used by the German Alexander Kapps in 1833 to describe Plato’s educational theory (Davenport and Davenport 1985) “It was little used until Knowles was introduced to it the 60's and elaborated on the word in his work, The Modern Practice of Adult Education: Andragogy versus Pedagogy.” (“Andragogy or Pedagogy” (Bob Monts, 2000) Illinois State University, April 2000) Andragogy differs from pedagogy based upon four assumptions: 1 Pedagogy views the learner as dependent. 2 Pedagogy sees little validity in the learner’s previous experience, 3 Pedagogy assumes that everyone is ready to learn what society says that they ought to learn. 4 The final pedagogical assumption is that learning is subject centred Andragogy differs, in that it understands education as a process of developing increased competencies. “Therefore the structure of learning is performance-centred rather than subject-centred” (Knowles 1980 pp.43-44) Example; a student who watch the demonstration constantly asked question on what products to use, how long would it last, how did it work, they clearly demonstrated in the practical session their ability to practice their new learnt skills, to continue when they got home practiced the curling with foils on a family member and achieved excellent results which lasted several days pedagogy view the learner as independent with direct learning. I have tried to include all learning styles to cover differentiation in my lesson. to start my lesson I always explain the aims and objectives with the group, this give the learners an idea to what my lesson is going to focus on and what we need to achieve by the end of the session, these stay up on the white board throughout the lesson so the learner can monitor their own progression, when I review and evaluate the lesson we can go back taking all this into consideration. I would know start to research and gather all the information that I would need to reach my outcomes. When planning my lesson I have tried to take this into account. Active start to the lesson * Decide on your Aims and introduction for the lesson; my aims of the lesson was to give knowledge and understanding of the available methods for styling, curling and dressing out hair to create variety of looks. * Plans of action; Introduce the task with clear expected outcomes and suggested timing, to use a range of strategies and techniques to engage the students, demonstration discussion to teach new procedure and creative activities for the learner to enjoy and take part in or observe. * Carry out the plan: allow learners to understand, develop and use the new skill, encourage interaction involvement generate their own understanding. * Learning is reviewed and there is an opportunity to reflect on the learning process itself. Most effective assessment was observation the students demonstrated the curling with foils, they were all engaged and doing the task I could see their achievements. The most effective teaching was the demonstration, students have a clear understanding of the task, successful communication and interaction, The least effective teaching was the power point it was teacher led. Evaluation; Reflection “did I achieve, all learners were engaged, enjoyed the session, they understood the knowledge by demonstration, I achieved the Aims and the outcome of the lesson. When planning the lesson I was aware that not all learners were the same I decided to Include activities that would keep them motivated and engaged. The learning objective(s) for the lesson came from the scheme of work. Having clearly defined my learning objective, it was important to consider the intended outcome and what the learners will produce at the end of the lesson the sequence of the lesson will demonstrate the learning that has taken place, and what the quality product will look like, this will help me to clarify the expectations of the pupils. I have also tried to include measurable verbs which I looked at Blooms taxonomy for help with my outcomes, Blooms State “ what students are evaluating and judging and using the higher order of thinking skills they are more likely to retain information, Perform better on tests, and most importantly achieve the ultimate goal of becoming lifelong learners.” Ref ; teachervision.fen.com . Activity 1. For my first activity I have decided to use a power point presentation on the actions benefits and application of curling hair using different methods, I included visual diagrams, I chose bright colourful hairstyles to help stimulate the learners to keep them engaged in learning, throughout the power point there were questions, explanations group discussion I have found that by visually seeing the benefits and application methods of curling hair using different methods the learners seems to be engaged and stimulated in learning for a longer period of time. Reid (2005 p36) state “colour can stimulate the body’s processes the use of colours can affect the health, mood, attention, and general alertness of an individual” Activity 2. Another method of teaching I used was demonstration; I chose demonstration because it is a clear way to visual show student how to do the work also it identifies the individuals learning styles it gives flexibility to the learner it also provides on going support without pressurising the student, this help with the assessment process of observing and evaluation of the learners progress. The demonstration was about curling hair using tin foil, this was based around the criteria in the power point. To create the demonstration I needed to cover the under pinning knowledge the criteria which was set by governing body (City Guild) I started the demonstration with the learners preparing the work area which included tools equipment products, and preparing the tin foil, this got the learners engaged and working together, this was good to see that the learners of all abilities related to this activity. I then went straight into the demonstration with clear instructions on how to curl the hair using tin foil giving the learners the opportunity to follow my instructions and demonstrate their ability all the learners were engaged and completed the task, I thought this was a good idea for the learners to be in control of their own learning, they could also discuss as a group the positive and negative point of curling the hair using a conventional method. Activity 3 As part of this qualification the learner has to provide evidence that underpinning knowledge has been met, this is then put into a portfolio and used as supporting evidence for their qualification, normally worksheet are used but in this session I decided the learners should take photographic evidence to create a mastery of their activity progress. By using the first two activities I felt confident that the learners would be able to complete the task. The last part of the session I like to revisit my aims and outcomes, I always ask the learners how they felt the session had gone and if they have enjoyed it. I like to ask the learners questions as this helps me to reflect on the day and if I need to change things for my next session. I set the group home work if needed this will also help me to reflect that the learner has retained the underpinning knowledge. Evaluation After looking into the different learning theories it has enabled me to develop in a lot of ways when planning my lessons the following points I have taken into consideration. * Aims and Outcomes by trying to use a higher order of verbs when writing my outcomes * Differentiation. Try to include a number of activities to meet all my learners learning styles. * To look at the different ways of assessment methods to include questions and answers formative and summative assessment this will also help me to plan assessments for my learners. References Books Petty .G ( 2004 p393 ) teaching today 3rd ed Nelson Thornes Ltd Petty G, (2004, p391) Reid G. Learning Styles(2005) p 36 (Bob Monts, 2000) Honey and Mumford’s (1992) Inter net access (date 14.2.11) www.nwlink.com/~donclark/hrd/styles/honey_mumford.html Blooms Taxonomy inter net access ( 14.2.11) www.learningandteaching.info/learning/bloomtax.htm youtube link bencook Webbsites teachervision.fen.com Appendix 1 lesson Plan Appendix 2 power Point Appendix 3 photographs Word count 2410