DET Observation

Topics: Learning, Education, Educational psychology Pages: 6 (2142 words) Published: December 28, 2013
This assignment will be showing how inclusion can be introduced into a lesson and if possible how it can be improved upon. To improve on my knowledge in education and to gain further information about becoming the best lecturer that I can be, I have arranged an observation with an experienced tutor who was giving a lesson in ICT.

Initial and diagnostic assessment had been performed at the beginning of the academic year and this provided information on the different types of learner in the class for the group profile. Before the start of the academic year, the initial test for each learner was to take a Basic Key Score Builder (BKSB) assessment to find his or her levels of numeracy and literacy. This allowed the tutor to discover how suitable their results were or how suitable the individual was for the course. This was followed with an interview by the course tutor to find out whether the learner was choosing the correct course or needed advice on moving to a course more suitably matched to their results from the BKSB test.

At the beginning of the course, diagnostics assessments needed to take place with each student. These diagnostics were gathered by asking the learners to answer questions on the VARK website (http://www.vark-learn.com/english/index.asp) and this in turn enabled the tutor to find out which of their learners were visual, aural, read/write and kinaesthetic, or a varying range of them all.

To start the lesson, the tutor greeted the students asked the learners to organise themselves and then took the register. The learner’s body language showed that they all seemed to engage with the prospect of learning and, they showed respect for the tutor whilst gave them the information about the lesson. This can be attributed to the tutor’s open body language and pleasant tone of voice as the information was very clear and precise. Used in the correct manner, having an open style of body language and a subtle tone of voice can create a rapport with the learners and the tutor used this to his advantage.

The students accessed the Herefordshire and Ludlow College (HLC) wiki (the college intranet) and found the pre-prepared PowerPoint of what was going to be covered. The first slide looked back at the previous lesson and using a formative manner, the tutor checked to ensure the learners had retained the knowledge with a short questions and answers session. The tutor then moved on, and started progressing through the PowerPoint of the current lesson.

The tutor was able to acknowledge that different learners take in information in different ways and accommodated for this. For the visual learners, data storage and storage size, teaching aids were used to ensure that these learners were able to comprehend the information being given to them. Two sandwich boxes of different sizes were used. The tutor showed the class that two of the smaller boxes would fit in to the larger (64 bit) box, but it was impossible to fit the larger box into the smaller one. The information regarding arrays and storage is not something that can be physically seen and the use of the boxes as representation of space helped visual learners to appreciate space that cannot be physically seen. For the read write learners, the PowerPoint held the information in a text format, which could be read from the monitors, or reviewed from outside of the college. Being able to access information outside of the college can help learners review the lesson when they want and research in their own time. It can also help the learner(s) prepare questions that they want to ask the Tutor in their next session.

When preparing a lesson plan or scheme of work, it is important to keep the learners motivated. The motivation levels of the learner(s) did not drop off at any point throughout this lesson. Good planning for differentiation ensures that all of the topics covered within the lesson are inclusive for all learning types....

References: Miller, G.A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97.
Miller, G.A., Galanter, E., & Pribram, K.H. (1960). Plans and the Structure of Behavior. New York: Holt, Rinehart & Winston.
Richard Churches & Roger Terry (2007)
Petty, G. (2004). Teaching today: A practical guide. 3rd edn. Cheltenham: Nelson Thornes Ltd.
Miller, G.A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97.
Miller, G.A. (1956). p63, 81-97
Bibliography:
Armitage, A., Bryant, R., Dunnill, R., Flanagan, K., Hayes, D., Hudson, A., Kent, J., Lawes, S. & Renwick, M. (2007) Teaching and Training in Post-Compulsory Education. 3 rd edn. Maidenhead: Open University Press.
Kolb, D. (1984). Experience as a source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Petty, G. (2004). Teaching today: A practical guide. 3rd edn. Cheltenham: Nelson Thornes Ltd.
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