Teaching and Learning: Theory and Practice
Core Module: Teaching and Learning: Theory and Practice
Level 5
By: Kathryn Arnott-Gent
Tutor: Liz Hinks
Submission Date: w/c 16th May 2011
Introduction
For the purpose of this assignment and to meet all the relevant criteria, I have chosen to focus my assessment tool on the two day foundation training that all volunteers must attend before progressing onto further projects.
This assignment includes a report which will focus on the theories and practice of assessment and also the relevance of learning and communication theories to planning, learning and teaching. It will critically analyse and evaluate my own teaching, together with the assessment and marking tools, which are both included in the appendices. I have also included copies of my group profile, mapping document, lesson plans, resources, student feed back and action plan in the appendices. I shall refer to relevant literature, which relates to assessment and learning theories, within the report to demonstrate my understanding of the subject matter.
Report
Learning Styles – Links to Theory
There are many factors which affect a student’s ability to learn. I teach volunteers who have applied to the Youth Offending Service to work on different projects with young offenders. The learners who attend my courses are from a diverse society, coming from a wide range of cultures and backgrounds, both educationally and socially. They all have one common denominator and that is their genuine interest in the subject matter.
Learning is something that does not automatically happen, regardless of how academic your learner may or may not be. It takes time and all learners will go through various developmental stages. Benjamin Bloom (1956), identified three domains of learning namely, cognitive which looks at thinking skills; affective which looks at feelings and emotional areas and finally psychomotor
Level 5
By: Kathryn Arnott-Gent
Tutor: Liz Hinks
Submission Date: w/c 16th May 2011
Introduction
For the purpose of this assignment and to meet all the relevant criteria, I have chosen to focus my assessment tool on the two day foundation training that all volunteers must attend before progressing onto further projects.
This assignment includes a report which will focus on the theories and practice of assessment and also the relevance of learning and communication theories to planning, learning and teaching. It will critically analyse and evaluate my own teaching, together with the assessment and marking tools, which are both included in the appendices. I have also included copies of my group profile, mapping document, lesson plans, resources, student feed back and action plan in the appendices. I shall refer to relevant literature, which relates to assessment and learning theories, within the report to demonstrate my understanding of the subject matter.
Report
Learning Styles – Links to Theory
There are many factors which affect a student’s ability to learn. I teach volunteers who have applied to the Youth Offending Service to work on different projects with young offenders. The learners who attend my courses are from a diverse society, coming from a wide range of cultures and backgrounds, both educationally and socially. They all have one common denominator and that is their genuine interest in the subject matter.
Learning is something that does not automatically happen, regardless of how academic your learner may or may not be. It takes time and all learners will go through various developmental stages. Benjamin Bloom (1956), identified three domains of learning namely, cognitive which looks at thinking skills; affective which looks at feelings and emotional areas and finally psychomotor
Links: to minimum core Finding ways to embed minimum core is, I believe, my weakest point in terms of teaching, and something which during the remainder of the course, I look to develop. I have included an action plan in the appendices. Embedding English, and also demonstrating my use of English is not a problem for me as I believe my written work and communication is at a standard that I am confident with. My personal use of ICT, in terms good, but I find it difficult to incorporate this into my teaching sessions, and need to find creative ways to do this. I have however used ICT to send out the assessment tool to the volunteers. On previous occasions the assessment has been done during the session, and when it was accredited the assessment was a hard copy handed out to students. Having electronic copies of the assessment is quicker, and more reliable as there is a record of when things have been sent and received. The students are also required to use ICT as their completed work was returned electronically. I have attempted to embed Maths into, the sessions by asking students to complete task whereby they have to identify a minimum number of objectives, or I have given them a specific time to complete a task. I do not feel as confident in my own skills in maths, and feel that I may need to look at attending some sort of course to increase my confidence and skills in this area. Conclusion