Evaluate own role in life long learning
Evaluating My own Role and Responsibilities in Lifelong Learning
To evaluate my own role and responsibilities as an assessor I need to be honest with myself as well as brave.
I have a good understanding of my role and responsibilities, but to improve I need to become a reflective practitioner which can only be achieved if I am prepared to evaluate my own performance [ Petty.G pg 527].
By using Kolb’s learning style model, I realise it’s useful concepts can help me understand how my learning behaviour can help others to learn.
My role is to communicate effectively with the learners, but do I? Recently I was helping a learner prepare for his functional skills writing assessment. I explained to him how to layout a letter, which side your address goes on which side the recipient’s goes on etc. After the assessment I was informed he had put his address on the wrong side at the top of the page.
Did he not hear what I said?
Did he forget?
Easy to blame the learner, but did I explain well enough and what did I do to confirm his understanding?
Poor performance is sensitive subject, but if I’m not prepared to face up to my failures then I can’t expect my successes to be acknowledged either.[Petty.G Pg518]
So I have concrete experience of contributing to a learner loosing marks on his assessment.
Now I need to reflect on the experience and think how effective was my teaching, obviously not good in some areas but his greetings, layout, structure and ending were good so I was effective in other areas.
At this stage of abstract conceptualisation, I ask myself why was I good and effective in some areas, and not in others. Here I think about the methods I used, and do I need more question to confirm understanding, maybe some fun activities.
This is when the final stage of the cycle kicks in, it’s when I plan active experimentation. Here I decide how I can do things differently, what new methods shall I try that will produce improved results, and maybe take that brave
To evaluate my own role and responsibilities as an assessor I need to be honest with myself as well as brave.
I have a good understanding of my role and responsibilities, but to improve I need to become a reflective practitioner which can only be achieved if I am prepared to evaluate my own performance [ Petty.G pg 527].
By using Kolb’s learning style model, I realise it’s useful concepts can help me understand how my learning behaviour can help others to learn.
My role is to communicate effectively with the learners, but do I? Recently I was helping a learner prepare for his functional skills writing assessment. I explained to him how to layout a letter, which side your address goes on which side the recipient’s goes on etc. After the assessment I was informed he had put his address on the wrong side at the top of the page.
Did he not hear what I said?
Did he forget?
Easy to blame the learner, but did I explain well enough and what did I do to confirm his understanding?
Poor performance is sensitive subject, but if I’m not prepared to face up to my failures then I can’t expect my successes to be acknowledged either.[Petty.G Pg518]
So I have concrete experience of contributing to a learner loosing marks on his assessment.
Now I need to reflect on the experience and think how effective was my teaching, obviously not good in some areas but his greetings, layout, structure and ending were good so I was effective in other areas.
At this stage of abstract conceptualisation, I ask myself why was I good and effective in some areas, and not in others. Here I think about the methods I used, and do I need more question to confirm understanding, maybe some fun activities.
This is when the final stage of the cycle kicks in, it’s when I plan active experimentation. Here I decide how I can do things differently, what new methods shall I try that will produce improved results, and maybe take that brave