Reflection_Dtlls

​Curriculum Design and Inclusive Practice​DTLLS Reflection on my own practice (Curriculum Design and Inclusive Practice)   In my teaching I would say I am a hybrid of many of the theories and principles discussed in assignment 2001. I do have behaviourist approaches in that I like to instil a sense of right and wrong with my learner. To implement this I use concern notes and recognition notes to reward learner, and to help others improve. Having said that I would say I was predominantly humanist in my teaching, I do like to treat my learners as adults and encourage development outside of the classroom. In the classroom, I use learners Individual Learning Plan (ILP). ILP is an important tool when using a humanistic approach as this helps the negotiation of a learning contract and it can be revisited regularly to check whether targets set at the beginning of the course have been achieved.   Self assessment is another crucial part of the humanistic teaching process.   Students may have to be taught how to assess their work realistically without being overly critical. During the later part of the Computerised Accounts Level 1 course when learners attempt mock exam paper and generate reports, I ask them to mark their own answer scripts against printouts that are produced by me with a set of marking criteria.   In a constructivist classroom, students are encouraged to use prior experiences to help them form and reform interpretations. The way I use constructivism in my teaching is by explaining how to enter elements of purchase ledger, for example, supplier details, supplier invoices, supplier credit notes and supplier payments. When I teach sales ledger, learners know how to enter customer details, customer invoices, customer credit notes and customer receipts by using their previous knowledge attained when learning purchase ledger. I often refer to Bloom’s Taxonomy, “Bloom identified six levels within the cognitive domain, from simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.” [www.officeport.com]. I start Computerised Accounts course from scratch and build up slowly to the highest level. I also strongly embrace emerging technologies in my teaching especially Virtual Learning Environments. I use these in every subject I teach and I encourage my learners to use forums on them to communicate with me and each other when they need support and guidance outside of the classroom.   While reflecting on this assignment and unit, I have come to the conclusion that without being aware I use many different models. This unit has also shown me how important it is that I am aware of the models and theories that can be employed in curriculum design.   I also realised that I need to improve upon the use of differentiation in the classroom. There is a lack of use of differentiation and ‘Equality and Diversity’ which can be seen in my Scheme of Work and Lesson Plans. This was pointed out by my course tutor during my second observation. Hence my action points will be to improve upon the following:   1. To include differentiation in the classroom 2. To display Equality and Diversity in a Scheme of Work 3. To display progression (Blooms Taxonomy) in a Lesson Plan   May 2011​Reflection on SGC 2001 Assignment​Page of 2