Rationale

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Post-Compulsory Education and Training

Rationale for Observed Sessions and Identification of LLUK Professional Standards

Trainee Name:
* Learning Objectives Justify your choice by reference to the cohort analysis, scheme of work and the assessment schedule.LO1 - To be introduced to the meaning of Autism and Asperger’s syndrome, and compare and contrast the difference between the two conditions.LO2 - After watching a video, all learners will be able to discuss the triad of impairments linked with autism.LO3 - All learners will be introduced to the term ‘Theory of Mind’ and how this develops in children.LO4 - All learners will be able to identify the key components of The Sally Anne study. Most learners will able to summarise its strengths and weaknesses in supporting Theory of Mind.LO5 - Most learners will correctly answer an OCR past paper exam question on Baron-Cohen.LO6 - All learners will consolidate their learning with an interactive plenary on the topic covered in today’s session.The aims and objectives in this lesson were chosen in order to relate to OCR Psychology (3.2 AS Unit G542: Core Studies)Allowing the students to be aware of this link to the assessment criteria will keep them motivated, and give their learning purpose to aim for a long term goal. The Learning Objectives have been differentiated to allow for learning to take place at all levels, and to allow for inclusion for all, despite the fact that candidates may have difficulties i.e. one learner has Asperger’s syndrome, and another has dyspraxia. These objectives will be achieved using all 3 VAK learning styles.(Honey and Mumford 1992)The learning objectives are differentiated and specific, measureable, achievable, realistic and timely (SMART) to ensure accessibility (Wallace, 2011) * Teaching and Learning Activities Justify your choice of methods and resources to be used by matching them against learning objectives using reasons and evidence from appropriate models of learning. The teaching and learning activities for this session have been designed to introduce a new topic in Psychology, Core Studies. As this is an introductory lesson to a topic, I have prepared learning activities which are accessible to all the learners, to ensure that nobody is excluded at any time. (Wallace 2005) All activities are varied to accommodate all levels and learning styles (VAK) as pupils are often a combination of visual, audio and kinaesthetic. (Claxton 2002)I will promote inclusiveness during the session by having a list of key words if at any point they are unsure; have specific instruction written down as well as reading them out. Hand-outs will be given out with a choice of colour, and supporting any learners one to one where necessary. I intend to keep learners motivated by making everyone feel comfortable and safe in the classroom environment, ensuring a sense of belonging and to meet all learners self-esteem needs encouraging praise and independence where necessary and promote optimism so that all students are self-actualised (Maslow 1908-1970) Ensuring the humanistic learning theory is addressed, I will allow drinks of water when necessary, and provide fairness and equality for all learners. (Disability and Equality Act 2010)Room set-up- Arrange the tables into groups. This will encourage all learners to get involved (every learner matters) and to make sure that no learner is seated with their back to me and that I am not sitting behind a desk as this creates a physical barrier between the teacher and learner and encourages eye contact. (Wallace 2007)Questioning- Non directed questions will be asked at the beginning of the session to assess prior knowledge, which will be demonstrated through a thought-shower on the board (visual and auditory). Through-out the session the questions will become directed and scaffolded (Bruner, cited in Jarvis 2004) to assist in gaining knowledge and answers from learners.When asking...
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