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UNIT 4: THEORIES AND PRINCIPLES FOR PLANNING AND ENABLING LEARNING A REPORT INTO FACTORS AFFECTING LEARNING, THEORY AND PROFESSIONAL DEVELOPMENT BY: xyz CONTENTS Introduction 3 1.1 Factors affecting learning 3 1.2 Learning theory and inclusivity 9 2.1 Teaching and learning strategies 11 2.2 Meeting individual learning needs 15 2.3 Activity and resource development 16 2.4 Effective internal communication 16 2.5 Embedding the Minimum Core 17 3.1 My strengths and development needs 18 3.2 Ways of improving my own practice 20 3.3 Planning opportunities for development 21 Conclusion 22 List of References 23 List of Appendices 24 INTRODUCTION The aim of this report is to identify and discuss the factors affecting learning by referring to relevant theories and principles of learning and communication, along with external aspects such as the Minimum Core and legislation. The influence of these factors on my professional development as a tutor will then be reflected upon by making reference to a range of such theories and principles and putting them into context by applying these to a particular learning group. Major consideration will be given to inclusive practice throughout this report due to its pivotal role at the centre of education. Two theories or principles will then be analysed in depth in order that the impact of them on my teaching practice can be established. To provide this report with a frame of reference, learners following the BTEC Edexcel Level 2 First Diploma in Travel and Tourism European Holiday Destinations module will be referred to throughout. This group is split into two classes of eight and seventeen, which allows for comparisons to be made regarding factors including behaviour, learning styles and achievement. Both groups are diverse in terms of ability, economic background, religious beliefs and ethnicity, although the smaller group consists solely of the same gender. 1.1 FACTORS AFFECTING LEARNING In this section of the report factors affecting learning will be identified and the potential impact of these on learner achievement will be considered. Initially, the role of my own teaching preferences will be analysed, followed by my professional values. Secondly, learner characteristics and motivations will be examined, before external factors that may have an impact upon learning are researched. A) Teacher preferences and professional values Wallace (2005) states that as well as the learners having a preferred learning style, teachers do also. She continues by arguing that even a new tutor has a list of favoured teaching methods in their head, whilst a tutor with more experience will have a list of methods that are used again and again. Minton (2005) argues that often this is reflective of a confidence factor, both in their ability and in the level of trust afforded to their learners. He has summed this up in the following table: | | | | |TEACHER CONTROL |Less control |Lecture | | | |Demonstration | | | |Discussion | | | |Seminar | | | |Tutorial | | |Shared Control |Practical | | | |Simulation / games | | | |Role play | |LEAST CONTROL | |Resource-based learning | | | |TV programmes / films | | | |Visits | | |Learner control |Distance learning | | | |Discovery projects | | | |Real-life experience | Source: Minton (2005) Being self-critical, my teaching preference would occupy the area between less and shared control. In terms of inclusivity, the main problem is that I tend to dictate what methods and resources the learners use. With reflection, I should allow the learners more of a say and employ a wider range of techniques in order to be more inclusive. Reece and Walker (2007) refer to the learning continuum, and in particular state that tutors have to be aware of the three main models of learning – Behaviourism, Humanism and Cognitivism (Refer to Section 1.2). By showing such awareness, a tutor can decide which approach best suits his learners, or if necessary employ a combination of approaches, a stance favoured and supported by most external examining bodies. The potential impact of this tactic would be greater inclusivity and higher levels of achievement. According to Tummons (2007), there is no single neat definition of ‘professional’ in teaching terms. This is backed up by the Institute for Learning (IfL) in their InTuition 2009 newsletter, where they state that professionalism is evolving and situational, demanding continuous learning via experience and reflection. A set of professional standards and values have been drawn up by Lifelong Learning UK (LLUK), the Sector Skills Council for lifelong learning. Reece and Walker (2007) state that a major requirement of these standards is for the tutor to obtain Qualified Teaching and Learning Status (QTLS). The main aim of this is for all teachers to become increasingly competent throughout their careers by undertaking Continuous Professional Development (CPD) and using reflection for the analysis of teaching activities. My own professional values are determined largely by my actions. However, as Tummons (2007, p. 5) points out, there is a base list of values that all tutors should follow: • Know your subject • Arrive on time and be fully prepared for teaching • Keep to deadlines, e.g. when marking and returning assignments • Use appropriate language when talking with learners • Treat all learners the same • Model best practice: conduct work in a manner that learners should be willing to try to emulate. Wallace (2007) concurs, but adds that professional values also have an impact on interactions with colleagues and other professionals. The impact of my professional values on my learners cannot be understated. If I am to set any kind of example and motivate my learners, I have as a minimum to follow such a base list as provided by Tummons. However, in truth, if I hold the correct characteristics necessary of a tutor I should not have to read such a list in the first place. It should automatically be part of my make up. B) Learner characteristics and motivations Ginnis (2002) lists a number of different learner characteristics, as he states that students differ in the teaching methods they prefer and do best with. The impact of this is that the tutor will have to vary activities to ensure inclusivity. The first learning style covered is visual, auditory and kinaesthetic (VAK). Appendix A gives a fuller definition of the VAK styles. Although the three senses usually work in concert, Ginnis points out that research has shown that, on average: • 29% of students have a visual dominance • 34% have an auditory dominance • 37% have a kinaesthetic (doing by hand) dominance Therefore, to accommodate such a blend of characteristics I will have to consider a mixture of activities when constructing my lesson plans and designing my resources. The second type of characteristic is the left brain – verbal/sequential, and right brain – visual/holistic styles. In basic terms, the left brain learner prefers an organised, sequential approach, and prefers tasks that are broken down into logical units, whilst right brainers will prefer to make their own links between topics. Petty (2004) states that many dyslexics have strong right brain characteristics. Therefore, learning has to be planned by the tutor to be inclusive for these different learning styles. Appendix B contains the learning styles of my BTEC European Holiday Destinations learning group. Their names have been covered for reasons of confidentiality. This portrays a mixture of learning styles that I need to cater for in order to conduct lessons which have the maximum possible impact. Other characteristics of learners even include features such as their seating preferences – do they prefer to work alone, in groups or with their best friends' These are all factors that can have an impact on teaching that the tutor has to consider, and not catering for such needs can result in the manifestation of motivational issues. Reece and Walker (2007) state that motivation is a major factor that needs to be considered for the promotion of successful learning. On average, a learner group will contain some highly motivated individuals, whilst some may have no motivation whatsoever. Wallace (2007) argues that the main factors for motivation include: • The learner’s attitude to learning • What motivates them and what barriers to learning exist • Their previous route through education • Their reasons for attending college and choosing a programme • Their perceptions of the college or programme The motivation for learners in my group ranges from the desire to find employment in travel and tourism, qualification for higher level courses, external pressures including parental desires for success, and even the wish to qualify for the Educational Maintenance Allowance (EMA). The last point is a personal concern, as a few learners are more concerned with getting a ‘tick’ in the register to qualify for their £30 per week payment than actually submitting course work of any real quality. Race (2005, p154) states that “students are changing”. By this he means that differentiation techniques must be utilised in the classroom to ensure that mixed ability learners each have the required motivation to achieve at a level they are comfortable at. He also states that the tutor must respond to special needs e.g. disabled learners, in order to meet the needs of all learners in an equal way. Ginnis (2002) takes this one step further by arguing that the concern for inclusivity has a moral basis, with it being a matter of social justice and equal opportunity. He goes on to say that inclusivity quickly becomes a resource issue. With that in mind, the impact of me not offering a variety of resources tailored to the requirements all learners will result in my failure to be an inclusive practitioner. My main concern must be the removal of such barriers to learning so that they all have a greater chance of achievement. C) External factors There are currently numerous external factors that can influence learning. One major factor is the awarding bodies such as Edexcel or City and Guilds. Tummons (2007) states that these awarding bodies are ultimately responsible for setting out the criteria required for the qualification to be awarded, as they issue specifications and even suggest activities for tutors to use. To a certain extent this may cause the tutor to place more emphasis on such criteria having been covered rather than meaningful learning haven taken place. At a governmental level, the Tomlinson Report of 1996 called for a review of inclusive education in order to cater for learners with disabilities or learning difficulties, with the colleges having a responsibility to take into account the requirements of each individual. The Tomlinson Report of 2004 was concerned with chancing the balance between vocational and academic qualifications for 14-19 year olds. A final example of where government policy has impacted heavily on institutions and learners is the Learning and Skills Council funding of educational establishment modernisation. Huge sums of money were promised for rebuilding dilapidated infrastructure. However, the credit crunch and recession has entailed a government policy shift as budgets have run dry. This has halted some building work, and led some colleges to have plans cancelled. Inspection organisations such as Ofsted can also impact the institution by demanding improvements or praising outstanding institutions. One main impact of Ofsted is the effect it can have on learner recruitment and retention and the reaction of potential employers who may support college courses. There are a range of other external factors that can impact upon learner achievement. As a lecturer for Leicester College, I am bound by its rules and regulations. Every institution has its own codes of practice that are usually downloadable from the college intranet. I must show a willingness to support such codes, as most of them are aimed at inclusivity. Mentioned earlier, both the Institute for learning and Lifelong Learning UK have influence over professional development. Government legislation aimed at promoting equal opportunities, removing sex discrimination and supporting disability rights can help to lay the foundations for the fairer treatment of both learners and staff members. Finally, initiatives such as the Minimum Core and Key Skills have allowed learners to advance their literacy, numeracy and IT skills in preparation for the workplace or higher educational achievement. 1.2. LEARNING THEORY AND INCLUSIVITY 1) Behaviourism Reece and Walker (2007) contend that Behaviourists hold the view that all learning involves an observable change in behaviour, and that only what can be measured can be regarded as learning. Behavioural psychologists including Pavlov, Watson, Skinner and Thorndike hold the view summed up by Petty (2004) that learning is therefore ‘step by step’, with rewards being followed by positive behaviour. The implication for my teaching is that reinforcement has to be continually used to encourage the learning process, although Hillier (2005) argues that behaviourism can be misapplied and used to manipulate learners. 2) Cognitivism Cognitivist theorists such as Bruner, Piaget and Ausubel relate their theories to subject content, with knowledge being constructed through interaction with the environment. Wallace (2007) develops the argument that cognitive learners gain progressively more and more knowledge which enables them to evolve and transform existing knowledge in a dynamic process. However, Race (2005) questions this process, stating that often this acquired knowledge is merely acquired information, which is in reality surface rather than deep learning. Reece and Walker (2007) imply that the favoured way to meet individual learner needs via cognitive learning is to arrange the learning so that they discover things for themselves. 3) Humanism Humanist psychologists such as Rodgers and Knowles are more concerned with the process of learning rather than the subject itself. Petty (2004) espouses that the humanistic school believes that learners should be allowed to pursue their own interests and talents in order to develop themselves as fully as possible in their own unique direction. The main implication for inclusivity is that I have to be aware of the extent to which I control learning and, where possible, allow learners to make choices and to manage their own learning. To achieve this, Tummons (2007) believes that the tutor has to act as a facilitator in order to help, encourage and assist the learning process. 4) Maslow’s Hierarchy of Needs This well-known theory of motivation is, according to Tummons (2007) closely related to humanistic psychology. Maslow saw ‘self-actualisation as what drives people to learn – that is: • The need to make full use of one’s talents • The need to become creative • The need to achieve one’s potential Maslow proposed that to fulfil this highest goal, a set of other needs must be met: hunger and thirst; physical and psychological well-being; love and belonging; and self-esteem. Appendix C outlines this hierarchy. In support of this, Wallace (2007) states that a learner has to feel physically, emotionally and socially comfortable if they are to achieve their full potential for learning. 5) Kolb’s Four Stage Learning Cycle Kolb proposed the Learning Styles Inventory in 1984 which measures the relative strengths an individual has in each of four areas: 1. Concrete experience – practical activity (physical or mental) 2. Reflective observation – exploring what happened 3. Abstract conceptualisation – thinking about models, theories or rules 4. Active experimentation – testing the models in new situations Jarvis et al (2003) argue that a learner is able to identify how learning can be best approached with his or her natural inclinations by what is termed ‘experiential learning.’ However, they argue that it is fundamentally flawed as a concept because it is over-simple, due to the theory being updated and reinvigorated over time by subsequent academics. In terms of inclusivity, Reece and Walker (2007) state that a practitioner such as me has to experiment by trying different starting points in order to enhance the learning experience and level of learner activity and involvement. 6) The Shannon and Weaver model of communication One theory of communication is the 1949 mathematical transmission method, more commonly known as the Sender – Receiver model. Using the example of a PowerPoint presentation, Scales (2008) explains the process via six steps: 1. The teacher needs to explain a subject; therefore the learners have to know it. 2. The information is encoded in written language and visual images on the PowerPoint slides. 3. The information is transmitted, using the medium of PowerPoint, via the visual channel. 4. The message is received by the learners. 5. The message is decoded by the learners. 6. The message is understood – or not! However, to meet individual learner needs, any barriers affecting point 6 above have to be removed. Curzon (2003) concurs, stating that the above model does not allow for feedback, or for ‘noise’ interference disrupting the auditory flow of information and interrupting the message in teaching situations. Walkin (2000) also raised concerns on the grounds that the model was more suited for engineering situations than inter-personal communication. It would seem that I would need to be aware of a range of communications models in order to satisfy the need for inclusivity. 2.1 TEACHING AND LEARNING STRATEGIES A) Behavioural theory Although Scales (2008) acknowledges that John B. Watson was the first behaviourist who argued that learning is manifested by a change of underlying behaviour, it was researchers such as Ivan Pavlov, Edward L. Thorndike and B.F. Skinner that built upon Watson’s foundations. Pavlov (1849-1936) experimented by studying the salivation activities of dogs at feeding time. He came up with the theory of learning by association, termed ‘classical conditioning’ centred on the notion that all behaviour can be predicted, measured and controlled, with learning being seen as simply a matter of stimulus and response. Jarvis et al (2003) state that Pavlov’s work provided subsequent behaviourist scholars with a base from which to justify this theory. Thorndike (1874-1949) also worked with animals, kittens in this case, which were trained to operate a latch to allow them to access food. As a consequence of these experiments Thorndike coined the term ‘law of effect’, that is, behaviour leading to pleasant consequences is likely to be repeated. Wallace (2007) agrees that this allowed Thorndike to develop Watson’s original S-R (stimulus-response) model of learning, which allowed Thorndike to develop the S-R theory of learning, in which he noted that responses were strengthened or weakened by the consequences of behaviour. The S-R theory was refined by Skinner (1904-1990) using rats and pigeons, whereby he demonstrated that these animals could be trained co carry out increasingly difficult tasks, again using access to food as the conditioner for behaviour. This he termed ‘behaviour shaping’. Skinner also maintained that positive rewards were far more effective than negative rewards in developing desired behaviour, hence his notions of positive and negative reinforcement. However, Hillier (2005) points out that educators criticised Skinner, as they felt that his work took no account of human cognition and free will. Indeed, Hillier herself feels that it is not obvious how experiments with pigeons can inform us about the adult learning process. In view of Hillier’s feelings, have to ask myself whether such behaviourist theories can be applied to my teaching practice. Referring to my travel and tourism teaching group, I tend to use positive reinforcement to strengthen behaviour that I want to encourage. For the smaller group of eight learners I use the tactic of giving quick and frequent feedback to help them with their willingness and desire to learn factual information which is often complex in nature. The provision of more advanced tasks to challenge them further is another tactic I often employ. I find that this helps maintain their motivation by providing them with the confidence to attempt higher level tasks in their assignments. I encourage continued learner involvement, and praise their contributions in class by using constructive and developmental comments. However, for the larger group of seventeen learners there are some behavioural issues. I have found that I have to motivate them to persevere towards attempting basic ‘pass’ criteria questions, as there is the constant need for me to negotiate with the learners to get them to complete work to a satisfactory level, and submit it by the agreed deadline. I find that with these learners the use of negative responses do not work at all, as this group tend to require constant assistance and praise even when attempting the more basic tasks. I therefore constantly demonstrate what is required to attempt and complete a task, in order to make them active in class rather than passive. Scales (2008) concedes that if the tutor can encourage such ‘learning by doing’, there is a far better chance of greater inclusivity and that learning will become embedded. B) Theories of communication and their application to learning As with theories of learning, communication theory also consists of a number of schools of thought. Along with the Shannon and Weaver theory illustrated earlier, there are models including: • The Circular Model, which according to Curzon (2003) involves an endless process of listening and communicating, with both parties alternating between being sender and receiver. • Semiotics, which is more concerned with meaning as being the heart of all communication, with the message acting as the text for those on the receiving end, who are referred to as readers. Wadkin (2000) believes that in teaching terms learners read direct teaching input and read teaching resources. • Berne’s transactional analysis model, which Reece and Walker (2007) describe as a model of people and relationships consisting of three ego states – parent, adult and child (PAC), with the parent in us prescribing the limits of behaviour, the adult in us acquiring and sorting the data, and the child in us relating to frustration, anger, fear or conformity. Communication is used as a means of switching between the three ego states, with the teacher often communicating via the parent ego state. Concentrating on what educational writers say about communication in the classroom, Petty (2004) points out that teaching is a two way process. He argues that both verbal and written communication require both instruction from the tutor and feedback from the learner to work in unison. Reece and Walker (2006) place this in the context of the tutor being a ‘transmitter’, whilst the learner is the ‘receiver’ of information in the communication loop. However, they state that the tutor has to decode feedback from learners correctly for learning to be effective. Race (2005) believes that neurolinguistic programming (NLP) is a major factor in language communications, as thinking is based on our primary senses and is closely related to our VAK learning styles. For both of my learning groups I try to ensure that I plan my delivery to accommodate all the learning styles. As a tutor I have a duty to cater for the differing VAK styles and I am aware that I should not just practice this during lessons, but in tutorial sessions as well in order to promote wider inclusion. Non-verbal communication (NVC) covers a wide range of actions, from body language through to facial expressions and gestures. As Minton (2005) points out, learners often study the tutor for messages, thus the tutor has to be careful not to transmit the wrong signals. Curzon (2003) concurs that paralanguage (NVC) often speaks louder than words, and that ‘kinesics’, when added to verbal communications, often lead to the tutor having less control over the message due to inappropriate gestures or posture that they are usually unaware of. The way messages are communicated is often far more important than the content of the message itself. Subliminal messages can be passed both unintentionally and deliberately during the teaching process. During my teaching I try to avoid taking defensive postures or talking with my back to the learners. I also like to use plenty of eye contact - with the group as whole and individual learners, but do not focus too long on one person. I believe that if I can make the learner feel comfortable it will provide them with a greater level of comfort, and motivation, resulting in a better learning environment. This will also help to remove any barriers to communication that can result when the tutor is ill-prepared to teach or does not show a basic awareness of learner needs. 2.2 MEETING INDIVIDUAL LEARNING NEEDS For the learning group which is the focus of this report, there are a number of external influences to take account of when attempting to meet learner needs. Firstly, I have to produce assignment briefs that meet the specification and criterion requirements of external examination bodies, in this case Edexcel. I have to produce my own assignments, but they must be carefully written to ensure that each learning outcome is thoroughly covered, and I must check that the learner has demonstrated the ability to cover the outcome at pass, merit or distinction level. To verify that the assignment brief is fit for purpose, I will ask a fellow member of staff to internally verify (IV) my work, and after the learners have submitted their work, I will mark it and award grades subject to them also being checked for content and marking accuracy by a colleague. Key skills and the Minimum Core are another external influence for consideration. I not only have to demonstrate the delivery of a mix of language, numeracy and ICT skills is covered during each lesson, but over a scheme of work as well. I achieve this by following the key skills mapping criteria provided by Edexcel. This ensures that the correct level of learner exposure to the Minimum Core has occurred over a semester or academic year. In inclusive terms, this will ensure that learners are not left behind as the classes progress, as frequent opportunity is given to the learning of new life skills. I currently teach one learner who has a chronic heart defect, making her subject to bouts of sudden fatigue. To help me cater for her learning needs I have been provided with the help of a teaching assistant, who helps her to make notes and complete in-class activities and assignment tasks. This ensures inclusivity for this learner and for the rest of the group as well, due to me not spending a disproportionate amount of time or effort directed at one individual. 2.3 ACTIVITY AND RESOURCE DEVELOPMENT Other than when I use case studies, I tend to develop my own teaching resources for the group in question. However, at the same time I try to incorporate media such as the Smartboard for specific activities, with the aim of encouraging each learner to participate using up to date technology. A recent example was the identification of French tourist sites. I encouraged each class member to mark a French city or province on an outline map, and then asked the more confident group members to mark a specific tourist attraction, e.g. the Lourdes shrine, on the Smartboard. For some locations, a ‘Golden Shot’ game was played, where learners instructed me where to move the marker pen - north, south, east or west - until a consensus was reached as to where a location should be marked. This enabled wider group participation that was fun but also supported learning. To accommodate the VAK learning styles I like to develop activities and resources that the learners can see, feel and touch. Another recent activity was aimed at matching on paper twelve different types of European accommodation with the correct definition, then to select the correct photograph to complete the task. I also used PowerPoint to accomplish this, which allowed for both differentiated learning needs and further embedding of the Minimum Core. Small groups were provided with a handout displaying the names of accommodation types, then with an envelope containing twelve individual definitions. The learners had to place the correct definition by the numbered accommodation type, and then use the PC to reveal if a particular image matched the numbered definition they had chosen to identify. Again, the learners enjoyed attempting the task whilst learning in the process. 2.4 EFFECTIVE INTERNAL COMMUNICATION If I am to become an all-round practitioner, I will have to consult regularly with my colleagues at Leicester College in order to gain their wisdom and experience in order to improve both my teaching skills and the facilitation of learning. As a relatively new tutor, I have to realise my limitations and skill gaps, and liaise when prudent by either verbal or electronic means such as email to develop my knowledge base. There are a number of instances when I have had to liaise with colleagues in order to meet learner requirements: • To enquire with the Course Team Leader regarding matters such as absenteeism, internal verification or poor learner performance. • To ask my Curriculum or Programme Area Manager for advice concerning due process. • To liaise regularly with my mentor to address any concerns that I (or they) may have or need addressing. • To ask the library staff if they could place a purchase order for some important new course books that the learners need. • To enquire if there is a more suitable room available for my learners e.g. an IT room for coursework or a suitable room for presentations. As well as liaising with my colleagues, it is important that I can communicate effectively with the learners. For the group in question I try to ensure that I engage in a two-way communication process by listening to their viewpoints rather than merely having all the say. As covered earlier when referring to communication theories, messages have to be understood clearly in both directions to be of use. In order to engage with and motivate the learners, it is necessary to listen to them in order to establish and cater for their needs. 2.5 EMBEDDING THE MINIMUM CORE The Minimum Core is integrated into my lesson planning after consideration is given to the BTEC Edexcel specifications for the subject. A mapping document suggests which functional skills – Information and Communications Technology (ICT), Literacy, Language and Numeracy – should be strategically incorporated into the teaching of each topic. It is then up to me to develop the materials and resources to support teaching and learning of the subject, but these should take into account the need to develop embedded approaches that cover a number of key skills during each session. Appendix D illustrates such a lesson plan. At the foot of page 2 the functional skills that have been covered during the session are listed. A major challenge across the delivery of a unit over several months is ensuring that a wide range of resources are used that cover as many of the Minimum Core skills as possible. Wallace (2007) argues that there are many opportunities for developing learners’ skills in communication, numeracy and literacy, but the tutor has to show ingenuity by incorporating it into activities where the learner does not realise that such key skills are being embedded. In this way cognitive learning can be encouraged, as the learner builds on prior knowledge or develops new skills for themselves, often without realising. However, one challenge concerns the possibility that my knowledge or support in areas such as ICT is not up to scratch, a point noted by Petty (2004) who states that many tutors lack confidence in their own key skills. This could create motivational issues on the part of the tutor and the learner, as the tutor may not want to or know how to develop or use innovative methods, or the learner may not have their learning style, i.e. VAK, catered for. 3.1 MY STRENGTHS AND DEVELOPMENT MEEDS A personal analysis of my effectiveness at meeting learner needs has to consider my strengths and areas for development in terms of inclusive learning and communication, with theory being referred to in order to appraise my current position. I feel that my main strength is my subject knowledge, which I can blend with a range of personal experiences to bring real world context to my teaching. This provides me with the motivation to express my knowledge creatively, as I have found that my learners are more able to relate to real experience than merely reading about it in textbooks. To some extent this must aid their cognitive learning, as they are able to relate facts and theory to the real environment. Another perceived strength is the amount of pre-prepared materials I make available to my learners. I usually hand each learner a copy of resources such as PowerPoint presentations, fact sheets and in-class activities. This helps to motivate them and provides them with a basis for more detailed note-taking, as I have found that my learners are generally poor or unwilling to consider making their own extensive notes. It also has behaviouristic advantages, as the learners have been conditioned to realise that the resources I give them are relevant to their assignments. This allows continual positive reinforcement and the motivation for the learners to attempt more complex higher level tasks, both in terms of add-on activities for the faster learners and merit and distinction level work for their assignments. My chosen classroom communication mediums are possibly an Achilles heel. I tend to use PowerPoint far too often, and feel the need to use other electronic means of communication such as the Smartboard and Moodle. Tummons (2007) has a lot to say about this area. He states that tutors have to embrace e-learning technologies as an integral aspect of their working lives. However, Wallace (2007) adds a precautionary note, stating that barriers to learning have to be addressed, as not all learners develop their IT skills at the same pace, and that all the VAK styles have to be accommodated to promote inclusive learning. In terms of theory, I could perhaps adopt the Kolb model of experiential learning as a starting point. This would allow me to experiment and hopefully find the correct mixture of communication media that caters for all the VAK learning styles and is fully inclusive in terms of motivation and learner ability. There are other areas that as a practitioner I wish to improve. One concern is that I am not allowing the learners’ to practice their own skills in the Humanist sense. I perhaps control their learning too much (‘death by PowerPoint’) and do not allow them to research their own facts and manage their own learning. I also tend to use the same resources, e.g. in-class activities, for similar subjects in classes at levels 2, 3 and 5. Of course, I adapt them slightly, but often wonder if they are too simplistic for HND students, or too complicated for the level 2 learners. Finally, as a communication and motivation issue I need to offer a quicker response with written feedback to learners, as this would allow them to consider where improvements are necessary and perhaps motivate them to improve their grades. 3.2 WAYS OF IMPROVING MY OWN PRACTICE It must be acknowledged that I should always aim to improve my current perceived strengths as a practitioner. Greater reading around the subjects of travel, tourism and business would enable this. However, for the current areas of development I have identified I need to explain how this is going to be achieved. My first major area for development concerns the limited use of the available range of information and communication technology. I need to learn how to fully utilise resources such as Smartboard, and how to use Moodle as a means of communicating electronically with my learners. Feedback obtained from a lesson observation on 15/05/09 with the smaller group of learners states that I need to consider using a wider range of resources to support my explanations. This is included as Appendix E. I therefore need to enrol on staff development courses that cover e-learning technologies. The second major concern, of stifling the Humanist ideal of greater learner autonomy, was also noted on the same observation report as an area for development. I need to develop lesson plans that allow more learner-directed study, rather than the current tutor-centred emphasis. I could partly achieve this by finding or developing teaching resources such as case studies that the learners could attempt themselves. However, I need to be constantly aware of the need to obtain verbal feedback by listening to learners. This would ensure that my range of activities is both broad and challenging, helping to maintain learner motivation and catering for varied learning styles. Written feedback obtained from my learners can be accessed by referring to Appendices 5 and 6 of the Unit 3 assignment on enabling learning and assessment. The first questionnaires (Appendix 5) showed that there were minor issues to address concerning the clarity of resources, but that in general terms my resources were clear and easy to follow and provided a suitable learning experience. The second batch of questionnaires I commissioned (Appendix 6) found that although the task in question was challenging, it was a little repetitive. Such feedback from learners is invaluable. It allows me to identify problems with resources that can be rectified for the future. By referring to theories such as Kolb’s experiential learning I can reflect on such issues and plan strategies to improve the quality of teaching, hence learning, that I offer. 3.3 PLANNING OPPORTUNITIES FOR DEVELOPMENT The most obvious concrete action I am taking to assist my development as a tutor is attending the Diploma in Teaching in the Lifelong Learning sector. This will improve my theoretical and practical teaching knowledge via tuition, self-study and valuable shared experiences of my fellow practitioners on the course. Also, by referring to my reflective journal and evaluating my lessons I will be able to consider how teaching theory and practice can be better incorporated and honed to suit my development needs. I have also just attended a basic Smartboard training session, and am confident that the new skills learned can be put to good use by more frequent utilisation of the Smartboard facilities. When I am more confident, via more teaching and practice use, I will endeavour to join a more advanced course. I have been invited by my Curriculum Area Manager to be a Course Team Leader (CTL) for Level 1 learners from September 2009. As such, I have been enrolled on a short CTL course. According to my colleagues who already hold such a role, I will need to learn how to use Moodle in order to communicate with my tutor group on a regular basis. I will therefore attend a Moodle training course when a date becomes available. The CTL role will involve a number of staff development and training opportunities, which my mentor Karen Plowman states will assist my development into the role and as a teacher in general. I find regular mentor meetings help me to identify further opportunities for development and allow me to progress my career in teaching. CONCLUSION A major point to emerge from this report is that I should always find ways to develop my teaching practice. By careful consideration of teaching theory and its academic interpretation, it is possible to formulate a strategy that allows inclusivity and motivation to be maximised. To achieve these aims, I have to recognise and cater for the learning styles of both the learners and myself, enabling individual learning needs to be met via the development of activities and resources. However, technology is now a driving force that has to be incorporated with other external considerations of the Minimum Core in order to improve my teaching practice and serve to enhance the key skills of all learners. The main benefit that I have derived from conducting this research is the identification of an array of continual development opportunities that exist to improve my abilities in the planning and enabling of learning. LIST OF REFERENCES Armitage, A., Bryant, R. et al (2007) Teaching and Training in Post-Compulsory Education. Third Edition. Maidenhead: McGraw Hill Open University Press. Fawbert, F. (2003) Teaching in Post-Compulsory Education: Learning, Skills and Standards. London: Continuum. Ginnis, P. (2002) The Teacher’s Toolkit. Carmarthen: Crown House Publishing Ltd. Hillier, Y. (2005) Reflective Teaching in Further and Adult Education. Second Edition. London: Continuum. Institute for Learning (2009) In Tuition. Issue 1, May 2009. London: IfL. Jackson, A. (15/05/09) Interview. Course Team Leader for BTEC First Diploma and Lecturer in Travel and Tourism: Leicester College. Jarvis, P., Holford, J. & Griffin, C. (2003) The Theory & Practice of Learning. Second Edition. Abingdon: RoutledgeFalmer. Petty, G. (2004) Teaching Today: A Practical Guide. Third Edition. Cheltenham: Nelson Thornes, Race, P. (2005) Making Learning Happen: A Guide for Post-Compulsory Education. London: Sage Publications Ltd. Reece, I. & Walker, S. (2007) Teaching, Training and Learning: A Practical Guide. Sixth Edition. Sunderland: Business Education Publishers Limited. Scales, P. (2008) Teaching in the Life Long Learning Sector. Maidenhead: McGraw Hill Open University Press. Tummons, J. (2007) Assessing Learning in the Lifelong learning Sector. Second Edition. Exeter: Learning Matters Ltd. Wadkin, L. (2000) Teaching and Learning in Further and Adult Education. Second Edition. Cheltenham: Nelson Thornes. Wallace, S. (2005) Teaching & Supporting Learning in Further Education. Second Edition. Exeter: Learning Matters Ltd. Wallace, S. (2007) Teaching, Tutoring and Training in the Lifelong Learning Sector. Third Edition. Exeter: Learning Matters Ltd. LIST OF APPENDICES Appendix A The VAK styles Appendix B BTEC 1st Diploma group profile Appendix C Maslow’s Hierarchy of Needs Appendix D BTEC 1ST Diploma lesson plan Appendix E DTLLS observation report