Archive for PTLLS & DTLLS
Quote 1
Schools and teachers affect achievement differences too, of course. There have been manyrecent studies of how school and classroom environments affect reading and readingdevelopment. Sociocultural researchers are interested in how, when, why, and howmuch students learn in different classrooms and schools as explanations for why somechildren achieve more than others. Unfortunately, many studies have shown that somepopulations of children receive a very different education than others (Allington, 1977,1983; Anyon, 1997; Finn, 1999; McDermott, 1977; Michaels, 1981; Rist, 1970), and thepattern is clear: Across the nation, instruction, materials, students’ school experiences,and expertise of teachers are of lower quality in schools serving children of poverty thanin schools serving middle-class kids. This does not mean that all teachers and schoolsserving poor kids are bad, of course; there are many examples to the contrary. Yet, thisis and has been a national trend for a long time.
"Reading Instruction for Diverse Classrooms": Ellen McIntyre, Nancy Hulan, Vicky Layne, 2011 The Guilford Press
Understanding QCF
I found this information very useful for visual learners (students), on the DTLLS course. This is also good for students on the TAQA, 1 and V1 course.
I found this information very useful, because as tutor/assessor I have to be aware of the Qualifacation Framework and also understand the different levels. It can aslo help assess and verify if a learner is on the right course by assessing prior learning and experience. Sometimes learners are put on a course but prior learning has not been assessed, and I value the learner as a teacher; I always have discussions with learners to assess if they are on the right course.
Further Reading:
P4 Evaluate Teaching and learning approaches and effectiveness of resources for your observed session
This small report is an evaluation of the lesson I was observed for the PTLLS, I will discuss the different learning and teaching methods and activities I used in the class, and the way I promoted safety and ensure students were involved in the learning process, giving them an opportunity to give feedback.
I started my lesson with a register taking activity, while taking the register I introduce the lesson’s topic and activities for the session.
I based lesson on the Maslow pyramid of needs and was able to ensure the students safety by promoting “Health & Safety” guidelines. The starter not only included topic; I also ensured that Health & Safety procedure were strictly observed by the students, my PowerPoint present had “Health and Safety” slide.
Explain different methods of giving feedback and demonstrate good practice in giving feedback to your peers.
I will discuss the different types of feedback used in the teaching environment looking at both the teacher and observer perspective.
At Newham College feedback on my teaching was an important key factor in helping me highlighting areas for improvement and good examples of practice. At work the main highlights of my teaching are good because moderators usually find my lessons interactive, and inclusive of learners’ styles with differentiated activities and extensions. While working I would be observed, and given both verbal and written feedback with recommendations for improvements and further training needed. This feedback would be sent to management.
Review what your role, responsibilities and boundaries as a teacher would be in terms of teaching/training cycle.
A good teacher should demonstrate dynamism and flexibility in his/her role; meaning that to enable learning a teacher’s skills must stretch to other roles and duties to help all students reach their potentials. I have worked at Newham College of further education for five years and my responsibilities were all, within their boundaries, related to the teaching cycle.
During the Identify phase my first role would be analyzing data (analyst) from the recruitment, and reviewing (reviewer) different benchmarks such as qualifying and college’s standards and qualifications. Theses analysis and reviews would help me make decisions for the planning phase.
During the planning and designing phase I ensured the roles of a researcher, designer, planner, and organizer. I would organize, plan activities and the curriculum according to college’s standards, using all resources available (support, VLE etc).
Analyze different ways in which you would establish ground rules with your learners, which underpin behavior and respect for others.
My ability to manage, guide and supervise my learners during the learning process is an indispensible component that demonstrates that I can deliver effective teaching and learning activities; “Classroom management implies that humanistic orientation expands young minds and attitudes to adhere to the behavioural rule of social interaction. Successful teachers are those who knowingly make decisions that are based on sound principles.” (p. 350).
Ground rules in the class strongly influence, and shape the atmosphere in the class for a whole year. This work is looking at my own technique (self-managed group), which I used and has been very efficient in helping younger students become independent, and effective team members.
The way I manage my class, is based around the Maslow theory of need (see Figure 1); The humanist class management technique is offering my students the sense of community; they operate as resourceful self-managing unit, helping them become individually confident in participating group activities/discussion (enhance critical thinking) and expert learners (progressing with lifelong learning skills) in collaborative manner. This level of autonomy is only attainable because I use both Co-operative and collaborative learning in my classes. With those methods of teaching I am able to address issues with educational needs, overall academic achievement, offer an inclusive and multicultural learning environment, and help students foster the habit mutual care.
