Ptlls_Self_Assessment

Approaches to Learning There are many approaches to learning that have been put forward. Some of the more popular approaches are: * Experiential Learning – David Kolb * VAK - Dunn & Dunn * Multiple Intelligences – Howard Gardner * Activist, Reflectivist, Theorist, Pragmatist – Honey & Mumford The relevant approaches that I feel fit most appropriately to my learners are the VAK and Experiential Learning approaches. I feel the VAK approach is particularly suitable to my learners because each of them only have the ability to focus for a short period of time. By using the visual, auditory and kinaesthetic approach I almost force myself to make a lesson that is full of much more variety. I have to offer a variety of different learning experiences in order to keep the focus and concentration of my learners for as long as possible, whilst making the session fun and interesting. I believe, from the learning theory, this is partly what Dunn & Dunn wanted to achieve for learners. The Experiential Learning approach is suitable as it fits in very well with the curriculum we offer at the centre. The curriculum we have is based on ‘experiencing’ the learning which we achieve through the same stages in each task. These stages are planning, doing and reviewing. This seems to follow Kolb’s 4 stage cycle quite closely: 1. Concrete Experience - Feeling 2. Reflective Observation - Watching 3. Abstract Conceptualization - Thinking 4. Active Experimentation – Doing Again I feel this would work well for my learners as ideally you hit all bases but you can begin in the cycle at any point. This approach brings flexibility and is very suited for my learners. The learning approach I used in my micro teach was almost certainly Dunn & Dunn’s VAK. For me this is an important approach as it encourages me to be flexible and have a lesson full of variety. I tried to achieve this in my micro teach by offering the use of several different resources. I had a power point presentation for the visual/audio learners, chocolate tasting for the kinaesthetic/visual learners and discussion/debate for the audio/kinaesthetic learners. I also chose this approach as I felt it would fit in very well with the subject I chose to deliver. I felt this approach was very successful. All of the learners were engaged throughout the session and the feedback I had from them was to a good standard. The VAK approach worked very well and I was pleased with the outcome. If I could have repeated this session I would only make one adjustment and that would be to offer the chance of a work sheet based task. This would have made the session more evenly balanced for those who learn through visual approaches. Functional Skills (2.2) One of the areas I currently teach is ‘Food Technology’ better known as cooking! This is often a very particle subject but I am aware of the need to constantly embed literacy, numeracy and ICT throughout my subject areas. I find this particularly important for cooking as it is a life skill that my learners will go on to use and embedding functional skills provides’ good practice. An example of how I may embed functional skills in a cookery session would be: Literacy: create a list of the ingredients you need, maybe using a brain storm. At the end of the session write a small piece about the particle session and the end result of your baking product. ICT: research the cost of the ingredients using an online supermarket. Keep a list of the prices in a spread sheet. Numeracy: Calculate your total expenditures and compare the prices with the person sat next you who researched prices on a different supermarket website. Calculate the difference in expenditure. Who spent the least/most' I feel for my learners this approach would be successful. This kind of tasks would enable me to make them as short or long as I wanted. I could also easily expand upon this if the learners became very involved in the task. For example I could encourage a discussion about which supermarket is really best to shop at and why. Assessment Methods (5.1 & 5.2) ‘Assessment measures the breadth and depth of learning. It has been criticized as being inaccurate and unreliable, and for distorting both teaching and the curriculum; it is also true that assessment results are notoriously poor at predicting future performance. And yet society and teachers are unable to manage without it. In the right hands, assessment can inspire, motivate, and provide the feedback which is essential for targeting prompt corrective help. But it can also lead us to ignore what cannot easily be measured.’ (Petty, G. 2004, page 449). Assessments I would you in my subject area and an evaluation of them: | Type suitable for my learners | Pro’s | Con’s | Initial | Subject knowledge test at the beginning of the course. | Initial assessment can be useful when applied at the beginning of a course because it can show students current knowledge or level in my subject area. I am then able to use that information to consider what approaches could be used to manage my learner’s progress. | Initial assessment tests often to not delve very deeply into the subject matter. Therefore it is important to remember that if a student produces an initial assessment Level 1 does not mean their whole subject knowledge is at Level 1. | Formative | Target setting throughout course. | Formative assessment, such as target setting can help show students their current progress, what progress they should be aiming for and how to achieve that progress. This can help students learn more effectively. | It is important target setting doesn’t leave the student feeling demotivated. Students should always be made aware of how well they have achieved as well as areas for improvement. Students need to be provided with strong understanding of how to achieve their targets to prevent failure before even having begun. | Summative | End of unit/term test. | These tests can be useful as they provide a level or grade showing how much progress has been made. These grades can be used internally; for use by other teachers or externally; proof of meeting course requirements. | Although tests do motivate some learners, summative test assessments can have a bad impact on some students’ motivation. Tests like these can also be very limiting for the most able and cause anxiety. | My micro teach focused on initial assessment. I used lots of little tests that showed me my learners understanding of the subject area. I did feel this was successful however, my micro teach only focused on a very small part of a much bigger subject. To progress from this I would need to use formative assessment methods in order to have a better understanding of the learners’ whole subject knowledge. Feedback (4.3) ‘Professor John Hattie found that Feedback has more effect on achievement than any other factor.’ (Petty, G. 2004. http://www.geoffpetty.com/feedback.html) There are many methods of giving feedback. I currently use two main types; Verbal and written. I value verbal feedback as it offers two-way communication which enables me to ensure that the learner has understood the task and can ask me questions. Written feedback can also be productive when short, smart targets are set. This can be done by offering positive feedback in the margin and then using a small prompt on how to improve further. For my micro teach I used only verbal feedback. I achieved this through asking prompting questions such as, how well do you feel that went or how well did you do' & ‘Would you do anything differently next time'’ I felt this was successful and appropriate for my micro teach, it fitted in well and the learners responded well to it. Inclusivity (3.2) I tried to meet the needs of all of my learners for my micro teach. My aim of achieving this was to have a tasting session that replied more on the senses and discussion work. The multiple resources that I used meant that I had auditory, visual and kinesthetic learning approaches available to the students. I felt this worked well and from this I encouraged the learners to engage in discussion. However next time I would like to make use of at least one work sheet based task. I feel this would encourage more inclusivity, especially for those visual learners who may have been uncomfortable with discussion work. Resources (3.3) For my micro teach I used a variety of resources: * PowerPoint presentation * Chocolates for tasting * Description of taste worksheet My micro teach was aimed at beginning to get learners to understand the different amounts of cocoa used by manufacturers in their chocolate bars. The best way I felt this would be achieved was to have the learners taste a selection of chocolates all containing different levels of cocoa. During the tasting the learners were asked to record the taste of the chocolates using key descriptive words on their worksheet. Learners were then placed the chocolates in order of cocoa content from lowest to highest. If required they could use their worksheet to help remind them of the taste of the chocolates. At the end of the session I used a power point presentation to show the learners the correct order and some of the branded chocolate I had used. I felt the resources I used were successful, in particular the chocolate tasting. The use of this resource prompted the learners to use their senses and from this good discussion ensued. ‘It is the students who need to use the resources, not just the teacher in the classroom…’ (Unknown. www.geoffpetty.com/downloads/WORD/EvidenceBasedICT.doc). However if I were to do this session again I would leave out the ‘Description of taste’ worksheet instead using a quiz. I feel this would not only show retention of knowledge but it would also be something the learners would enjoy more. Reflect on your own teaching (4.6) My micro teach highlighted my understanding and strong knowledge of my subject area. I try to ensure this is the case throughout all of my teaching. I feel I am able to draw out knowledge from my learners by subtly prompting discussions and debate. This gives me an initial understanding of their knowledge. However there are areas that I need to develop. I need to work towards more formative approaches to assessing the progress of my learners. For example my micro teach highlighted that I could have incorporated ways of assessing whether information had actually been retained by the learners other than just asking them questions. In the future I would ensure that I have a least two different ways of assessing learners’ knowledge, for example I could still use the discussion technique but also use a quiz that shows us all actual knowledge retention. I would also like to incorporate Blooms Taxonomy into my teaching practice.  "One place to begin is in defining the nature of thinking. Before we can make it better, we need to know more of what it is" (Houghton, 2004). Bibliography Books: * Armitage, A. et al (2003) Teaching and Training in Post-Compulsory Education 2nd Edition Maidenhead: Open University Press * Gravells, A. (2007) Preparing to Teach in the Lifelong Learning Sector 2nd Edition Exeter: Learning Matters * Petty, G. (2004) Teaching Today 3rd Edition Cheltenham: Nelson Thornes * Petty G. (2006) Evidence Based Teaching Cheltenham: Nelson Thornes Websites: * Houghton, R.S. (2004). Communities Resolving Our Problems (C.R.O.P.): the basic idea: Bloom's Taxonomy - Overview. Retrieved December 23rd, 2010 from: http://projects.coe.uga.edu/epltt/index.php'title=Bloom's_Taxonomy * Author Unknown. Evidence Based ICT- Geoff Petty. Retrieved December 23rd, 2010 from: www.geoffpetty.com/downloads/WORD/EvidenceBasedICT.doc * Petty, G. 2004. Feedback: Medals and Missions. Retrieved December 23rd, 2010 from: http://www.geoffpetty.com/feedback.html