Unit_4.6_Reflect_on_and_Evaluate_the_Effectiveness_of_Own_Teaching

PTTLS Assignment 13 July 2011 Unit 4.6 Reflect on and evaluate the effectiveness of own teaching, and recommendations for modification as appropriate. I am reviewing the effectiveness of my micro teach on ‘how local community needs affect occupancy in an early years settings’, based on my own reflection. The group of learners were from a range of different work areas and with this in mind and to ensure inclusion of all learners; I decided to base my session around this subject as I felt all of the learners present could relate to their own community. I began with an introduction, so the learners were aware of what to expect during the session and its aim. I had produced a case study and handouts based on a scenario relevant to the subject and I gave each learner a copy of it together with supporting handouts. I also presented them with a set of knowledge cards relating to the ‘traffic light system’ so they could identify any prior knowledge at the beginning of the session e.g. green for prior knowledge, orange for limited knowledge, and red for no prior knowledge. As a method of assessment, I asked learners to display these again at the end of the session. (Gravells, 2007) states most people learn by a combination of more than one style. Considering this, I introduced a ‘gold fish bowl’ activity and asked for volunteers to begin a discussion around the subject. It was intended for all learners to eventually participate and most did, but I observed one or two were reluctant. The activity helped to establish the learner’s knowledge of the subject and also combined two different teaching methods, questioning/answering and group participation. (Gravells, 2007) states that giving the right support is crucial to learning. I agree and supported the learners by intervening in the discussion when I felt it was drying up or when I believed a learner was reluctant to get speak through perhaps shyness. By intervening in this way, I was taking into account and respecting learner’s differences whilst creating a stimulating environment for them. The case study and handouts allowed me to combine kinesthetic, auditory and visual elements into the session which increased accessibility and aided learners should they have visual or auditory impairment. This would also help learners with literacy support as well as embedding functional skills into the session. On reflection, I would change the ‘gold fish bowl’ activity by choosing learners rather than asking for volunteers. Due to time restrictions and the amount of learners in the group, I would have preferred more time for the activity to be effective at least e.g. 20-30 minutes rather than 15 minutes and to ensure with my encouragement, that each learner took part in the discussion whilst assisting those, who were perhaps less confident. To summarise, I can conclude the session was effective and met its aim. I provided inclusivity by differentiating between learners and combined different learning styles whilst taking account of kinesthetic, auditory or visual needs. I ensured functional skills such as literacy were embedded into the session. Bibliography Gravells, A. (2007) Preparing to Teach in the Lifelong Learning Sector, 2nd Edition, Learning Matters Ltd, Exeter, (P29, 69)