Subject Conference Paper Module DID7230
Claire Black-Student Number: U1076668
The applicability of the Psychomotor Domain as differentiated lesson objectives and pedagogic strategies for teachers of hairdressing at NVQ Level two. The main issue I aim to discuss in this paper is the usefulness and the applicability of using differentiated lesson objectives based around the psychomotor domain and pedagogic strategies within the context of my hairdressing lessons. I currently teach a NVQ Level 2 hairdressing qualification to 16-19 year olds in the 6th form of a community college in a semi rural area. Through the awarding body VTCT I deliver both theory and practical sessions to the students; practical lessons are held in a realistic salon environment with paying clients situated in a prominent position on a busy high street. It is within these sessions after recent observations that my observer critiqued about the use of procedure related verbs and my lack of use of them; for this reason I have decided to investigate this area further. I will examine and analyse the application of procedure related verbs, sourced from B.Blooms psychomotor domain as well as other academics; to re-assess and adapt my objectives to enhance the learning capabilities of my students and to promote differentiated pedagogic strategies. I aim to critically evaluate other various theories and apply them to my practice; following feedback from learners and peers I hope to indicate a beneficial outcome to clarify objectives for my practice for myself, my learners and other fellow subject specialists. Within the practical sessions I found it difficult to clearly state objectives that differentiated and enhanced my lesson outcomes; I felt this was because it was an “active” session dealing with a majority of the affective and psychomotor domains rather than the cognitive and also because the objectives can be many and varied depending on my learners individual tasks. I also was unsure which or what to focus on as there were so many aspects I could have chosen and needed to cover. Eisner (1967, In Sheenhan, 1986, pg673) also appeared to have similar thoughts with his statement “that some subjects do not lend themselves to behavioral specificity; that objectives can become so numerous that a teacher could spend more time writing them than teaching”. The practical sessions I believe are the most important part of my teaching and are where the students need to excel and master the skills required; ensuring clear objectives are understood by the learners is paramount to performing services on the clients to the correct standards. Repeat clientele is necessary for continued assessments for all the students so giving high level service and customer satisfaction ensures their return; as well as applying the correct standards appropriate to VTCT our awarding body.
In a recent survey initiated by Ofsted to identify good practice within hair and beauty colleges, it was identified that VTCT centers achieved a high standard of work; “ out of 12 of the surveyed colleges learners were rated good, while learners from 5 of the colleges demonstrated outstanding skills”. The larger and most well known is the original Blooms cognitive taxonomy (1956) which emphasises remembering or reproducing something that has been learned; identified 6 main categories as knowledge, comprehension and application which are classed in the lower levels and analysis, synthesis and evaluation in the higher levels. He talks frequently about high and low order thinking skills, some require a minimal level of intellectual activity to achieve and some require more depth and thought. Harrow (1977, pg 84) summarises the levels in her mind with “the degree of proficiency (skill mastery) a learner is capable of achieving in a particular skilled movement can be divided into 4 levels; beginner, intermediate, advanced, and highly skilled”. This is very similar to Blooms idea, working up from...
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