USING THE FIVE DIFFERENT STAGES OF THE
TEACHING CYCLE DESCRIBE THE ROLES, RESPONSIBILITIS AND BOUNDARIES. Alexandra Kennedy-Stamos
In this assignment we will be looking at the five stages of the teaching cycle and once identified describing their roles, responsibilities and boundaries. The cycle can be followed by teacher and learner alike and must be followed for learning to be truly effective as described in the following quote: Ann Gravells (2008: 27) “It’s called as cycle as you can start at any point, but you must follow through all the other points for teaching and learning to be effective.” We will join the teaching cycle at the “Identify needs”. This is the most important stage of the teaching cycle; it is at this point we will start our analysis. Without Identifying your students needs, requirements so on effective teaching would be impossible to create. SPICE is a popular method of looking and identifying a student’s needs it stands for Social, Physical, Intellectual, Cultural, and Emotional. Social influences on a student both past a present could affect the way a learner interacts with others, and how they view the education system and how they’ve learnt in the past. Physical can be how a potential learner actually accesses the building or classroom, lack of mobility, sensory and mental issues are also a factor. Intellectual this affects the learner’s rate of learning, whether they have a great ability for absorbing information or a poorer ability this also affects their ability to learn new skills. Cultural this can affect a learners views, beliefs and values which could/an affect their full participation in the class room Emotional this affects a learner’s motivation and could have an effect on their ability to stick to a task and their longevity on the course. For you to find any of these things out you are relying on the induction forms to be filled out honestly and for them to be worded so all potential learners are fully included if answered correctly. ILPS, Icebreakers using relevant material in them to identify what the learners already know, Susan Wallace (2007:138) “For learners to work well in small group they need to feel reasonably comfortable with one another”. Formative assessments would be created and used again to ascertain what the learners know and can actually do. A scheme of works and subsequent lesson plans will then be designed Geoff Petty (2009:469) “Scheme of work is a plan which organises course content and the learning of important skills such as reasoning and assignment writing, breaking them up into teaching weeks or lessons and putting them into logical teaching order”
Plan and Design
I would use the results of the methods stated above to plan and design a scheme of works and lesson plans devising a suitable schedule for these to be implemented. As reiterated by Geoff Petty (2009:469) “Scheme of work is a plan which organises course content and the learning of important skills such as reasoning and assignment writing, breaking them up into teaching weeks or lessons and putting them into logical teaching order” The following is needed to be taken into consideration when devising both a scheme of works and lesson plans: A, what is on/in the curriculum
B What the learners Aims and Objectives are
C What level the learners need to be taught to, you can research topics for your course to keep up to date, ensuring that your students know the latest product or technique. D What resources I would need to use and obtain.
E Do I have any special learning requirements in the class
F Where is/are the lessons going to take place
G What roles I will undertake during the lesson
And so on...
Lessons will be devised and organised on a suitable level for each learner not forgetting to include differentiation into your lessons in the form of extension tasks for the more advanced and simplified tasks for the less able, at this point it’s important to...
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