Week 12 Communication and Questioning

Communication and Questioning 17/12/2013

This weeks lesson can viewed Here

The communication map

Effective communication is, without doubt, the most fundamental skill that any teacher needs to master. Whilst we need to be knowledgeable in our specialist area, we must also be able to convey that knowledge in a manner that learners will understand. The understanding and application of key theories of communication are a key part of development as a teacher.

Communication is not one-way. Effective communication needs at least two active participants. This can be represented by a model of communication, for example, that developed by Shannon and Weaver:

This model, while initially applied to technical communication, was also applied to human communication. At it's simplest, this model can be considered to have two parts, as source and a receiver. Therefore a conversation initiated by you the teacher to a learner would have you as the source and the learner as the receiver.

Shannon and Weaver also recognise that interference, or noise can hinder communication. That might be literal as in a construction work, road works, a telephone ringing, it doesn't necessarily have to be. Noise can take a wide range of forms including visual distractions, disabilities or learning difficulties, language or jargon.

Barriers to communication take two forms. Extrinsic: external influences, which includes noise, language and the environment in general. Intrinsic: barriers are set up within the receiver and include attitudes based upon past experience, feeling, emotions and internal thought processes relating to both the communicator and the message content.

Effective communication results when a student's response corresponds with the teacher's intentions and vice versa. Communication failure results when a teacher's intention and a student's response are incompatible. Information is not merely transmitted and received; it is also interpreted. The message is frequently distorted as it passes through barriers to communication and interpretation of content will be affected by previous experience or personal values.

Assessment of Learning through Questions

In small groups we discussed questioning methods and marked down the + or - of each questioning strategy:

This was followed by an open discussion and our tutor Richard carefully made use of the different strategies in questioning the group.

We also discussed again the value of resources in communication and then used a practical challenge to demonstrate communication difficulty. The communication challenge we used was to describe how to make a Origami Jumping Frog to a fellow student. We were made in to paired couples, armed with a instruction sheet (to be used by the instructor) and A4 paper for the student building the frog. The same process was followed also with reversed roles. If you look at the results and compare it with the Communication Cycle image above. In discussion, after the challenge, we were able to determine that the communication cycle could break down at every element of the cycle. What was the point....
Well simply to demonstrate the importance of building lesson plans that strengthen the bonds of communication and effectively bridge all the gaps in the communication cycle and that we may be able to incorporate resources (particularly ITC).





Lynn Machin. (2013). Communication. In: L. Machin, D.Hindmarch, S. Murray, T. Richardson A Complete Guide to the Level 4 Certificate in Education and Training. Nothwich: Critical Publishing. 81-95.

Week 11: Embedding Information and Learning Technology in Teaching and Learning

Embedding Information and Learning Technology in Teaching and Learning 10/12/2013

This session was presented by Dan Hodge. The content of the session can be viewed Here.

Dan used a well researched, fairly simple presentation with maximum impact. It didn't go unnoticed that he made good use of a question sheet at the end of the session to make an assessment of learning. The session was thoroughly interesting and certainly made clear the importance of 'Modern Education', that is education that uses digital technology to facilitate learning. I hasten to add though, and I say this completely without prejudice, but I don't need, and neither do I like swearing used to punctuate a lesson. Something to keep in mind Dan if you read this.

This set the scene really for the content of the discussion. Which as the image above shows, 'Digital Natives' are persons brought up in the modern digital age, that is since year 2000. This gives rise to the acronym BYOD (Bring Your Own Device). The internet has of course been described as a 'Information Super Highway' and as such it can facilitate learning. Social Media provides a superabundance of resources and referencing which can form an important part of the students access to learning. As tutors, we need to recognise the value of this resource and be sure it forms part of our teaching practice.

With this 'Connected' approach, classrooms are no longer insular, but rather, the information is shared globally. This very 'Blog' is just such an example.

As well, technology is fast moving, you barely have time to adopt/embrace a new way of doing things, and it's moved on to something else. Traditional education should be long gone....

Week 10: English and Maths in Education

English and Maths in Further Education 03/12/2013

This week we were submitted to a Maths and English assessment to ascertain our base level in these 2 core areas and see where we might make improvement. And in particular how we might do this with a view to assessing and correcting these with FE students.

Week 9: Classroom and Behaviour Management

Classroom and Behaviour Management 26/11/2013

Our Lesson Plan this week: Lesson Plan


'It's frustrating for learners who want to learn to be in an environment behaviour and management issues'

Managing the Learning Environment and Behaviour

We had a group activity, the whole class divided in groups of 4 and used a few minutes to discuss and write down on Post-It notes topics relevant to classroom management. This was our groups list:

Then all the Post-It notes were collected and redistributed randomly to generate another activity, where our groups were looking at others Post-It notes and making notes on how to manage a particular area of classroom behaviour or aspect of the learning environment. The particular topic our group had to address was 'Mobile Phones'.
We made bullet point notes on classroom management methods/options:

This process had us thinking deep and hard. True too, there was also a rather abrupt realisation of just how serious and important this topic is to success in teaching. We had a discussion on Behaviour Theories: (a) Behaviourist  (b) Humanist -- see image

We then put together a list of factors, we as teachers are responsible for managing. It's not completely comprehensive, as we basically came to the conclusion that as teachers we are pretty much responsible for everything.

Classroom Management cont..

Geoff Petty. (2004). Classroom Management. In: Nelson Thornes Teaching Today. 3rd ed. Cheltenham: Nelson Thornes. 101.

Difficulties in the classroom usually start before the lesson has even started, they are inherent in the lesson plan. Therefore, your lesson plan needs to create effective lessons. Above, 'Petty' refers to this as the bridge from chaos to order:

• Effective Lessons
• Good Organisation
• Good Rapport (teacher/student relationships)
• Effective Discipline (almost impossible unless the first three conditions are satisfied)

'Experienced teachers don't deal with problems, they prevent them from occurring'. If the lesson plan is effective then the lessons will be also. 'Petty' mentions that the first of the above points must not be overlooked, the rest will follow, though given the repetition for emphasis 'Petty' uses with the Noun 'Confidence', suggest to me we need a good measure of it. It stands to reason then, that a thoroughly prepared lesson plan will engender confidence.

Bill Rogers

Top Ten Ideas from Bill Rogers

Part of our lesson plan included a image of a large white square, or you could say a piece of white A4 paper, with a tiny black dot in the middle. Eg:

The black dot here represents the negative. The white area represents the positive. The purpose of this is to illustrate what we focus on and to keep things in perspective.

We also viewed a couple of Videos by Bill:

The Mobile Phone:

Settling the Class:

One aspect mentioned by Bill Rogers and also addressed by Geoff Petty is: Proximity. Petty again drills in to us the need for confidence and then illustrates two extremes of scale:
Geoff Petty. (2004). Classroom Management. In: Nelson Thornes Teaching Today. 3rd ed. Cheltenham: Stanley Thornes. 97.

Formal authority is sustained by non-verbal methods. Standing up straight, shoulders back, giving orders with a confident tone, even if you are nervous or flustered don't let it show. Authority is conveyed principally with body language. The effectiveness of your authority is increased, not by shouting or anger, but by:

• Proximity
• Eye Contact
• Posing Questions

We also discussed ABC or Antecedent - Behaviour - Consequences. It is suggested by behaviour psychologist that inappropriate behaviour is triggered by a situation they call the antecedent. Behaviour can be changed by changing either the antecedent or the consequences, or both.

Week 8 Learning differences and Inclusive practice with Amanda Redmayne

Learning differences and Inclusive practice:

This topic introduced us to an array of conditions centring around:

• Dyslexia
• Autism
• Asperger's Syndrome (A subgroup of the Autistic spectrum)
• Attention Deficit Hyperactivity Disorder (ADHD)
• Dyspraxia
• Dysgraphia

Specialist teacher Amanda used an excellent practical lesson to put across the importance and complexity of this sessions subject. It became clear that there exists a huge variety of conditions, over a very broad spectrum of evident symptoms, most with considerable overlap. Amanda used a Cluster Map to break things down, with open discussion of the individual points. Here is a copy of the printed information we were working with......

Later we broke in to random groups of 4 to discuss the following questions:

1. What have you learnt from this session?
2. Explain how you could adapt your teaching and learning activities to meet the needs of all learners.
3. Consider one resource that you currently use or have seen being used in your teaching context and discuss how you could make it more inclusive.
4. How will tonight's session affect your future practice?

Our group of 3 made notes on the above as follows:

1. That there is a huge variety of learning differences. I/We now feel more aware of them and see the need to be alert to them, with a view to meeting the individual needs of learners through inclusive practice. That it could be necessary to professionally assess individuals.

We reassembled as a complete group and openly discussed the main points. Some of these were written on the white board:

Week 6/7 Planning to Meet the Needs of Learners

Planning to Meet the Needs of Learners

This weeks Lesson Plan

Schemes of Work:

The scheme of work will be a Long Term Plan

Eg: Term, Semester, Year....

That is planning for the whole program

Important to schemes:

• Cover the criteria
• Meet the Course requirements
• Clear Progression
• Assessment of Learning
• Identify resources
• Achievable Targets

Pitfalls:

• Repetition
• Getting Sidetracked

During the lesson we did a practical session on writing a Scheme of Work (SOW). We were divided in to groups and this was our group: SOW Activity

Recap on Outcomes:

SMART: Focus on learning not just doing...

'Most people have difficulty in writing objectives at first, tending to think in terms of what the teacher will do rather than what the student will learn. The crucial point is that the outcomes precisely describe observable learner performance, shifting the focus on to what the student will be able to do as a result of the learning, and away from what the teacher will do.'

See also: Aims/Outcomes

Geoff Petty (2004). Teaching Today. 3rd ed. Cheltenham: Stanley Thornes. 393-394.

Week 5/6: Micro Teach and Peer Observation

Micro Teach and Peer Observation 22/10/2013 - 05/11/13

This weeks session was all about our prepared Mini Teach Sessions. A 15 minute teaching session to our peer group. This really was useful and interesting. Time was not sufficient for all the students to take turn this week, meaning some will be done in 2 weeks (after half term)  05/11/2013. Speaking on reflection of the other peers in my group that did their teach this week, I have to say I was really impressed. Yes, we all made our mistakes but this was expected. The whole class was involved with completing the Peer Observation Feedback form. I have been able to review mine...interesting and illuminating!

With our complete peer group split in to two classes, I thought I would post here my lesson, as some may have a link to my blog and be interested. Plus, it's here for the record too:

The Water Cycle:

My Lesson Plan

My Lesson

Overall I was fairly happy with the way my teach went and the peer comments were quite positive too. I know I have some mannerism issues to work on, though only one person mentioned this, it is a concern to me. My feeling is that nerves get the better of me. Regretfully, when asking 'Nominated' questions, I failed to pick up on that one student really didn't know the answer. It was commented on later in the review of my teach. Mentioning no names, please accept my apologies! 

Peer Subjects:

Thought it worth recording a brief of my peers topics:

• Sushi: We were introduced to Sushi. What/where to buy and how to prepare. Great hands on activity used. Easy to follow and understand.
• Hair Removal: Although all of us know at least a little something on this subject, it was surprisingly more involved than one might expect. Very professional.
• Learning: This was all about 'Cognitive' 'Associative' 'Autonomous' learning. Involved a practical activity related to outdoor activities and first aid. Superb.
• Rhythm: This had to be the scariest of the lessons to be involved in. Mostly because all of us were like fish out of water! Our teacher actually made a great job of teaching something to people who had zero knowledge of the subject. 
• World Skills: An interesting subject area, since on the surface it might appear something of a Lame Duck. Our tutor made an excellent job of impressing upon us the importance of this initiative.
• Dry Stone Walling: Not easy to teach such a practical hands on subject on a white board. This was a thoroughly interesting and informative lesson.
• Waxing: Complete with an actual demo on a students leg! Very professionally done. Totally made what I had considered difficult, to be really quite simple and yes, even relatively painless. 
• Intro to BSL: Learning another language is huge. This lesson made it seem so simple and enjoyable. Perfectly executed lesson with good interaction and participation.
• PPE in Adventure Activities: A great lesson filled with hands on practical learning experience. It's obvious when someone is teaching something they actually love doing.
• Cloud Storage Tips for the iPad: Very well planned and clearly founded on first class knowledge of the subject. Perfectly executed.

Improvement through Feedback:

The whole process of planning and delivery is complimented by the peer feedback and the reflective process. Earlier in this blog I posted my Lesson Plan. Here I include it with the post delivery comments and reflective process: Lesson Plan Post Teach Eval

We already established that the extensive feedback we gained in the micro teach is not something that would usually be available in a normal teaching setting. The best we could hope for might be a single observer feedback of a colleague teacher, after this is mostly down to the reflective process. A big part of the reflective process is down to our Scheme of Work, Lesson Plan and Outcomes. Then it needs some honest self evaluation with a view to improvement. Much of which we covered Here 

Much of our reflection/self evaluation will be recorded in the 'Personal and Professional Practice File' or 3PF. The standard for which can be seen here: 3PF My 3PF blog root dir is Here

Week 4: Lesson Plans, Learning Outcomes and Assessment

Lesson Plans, Learning Outcomes and Assessment

Week 4: 15/10/2013  Lesson Plan PDF

Embedding Equality and Diversity within Teaching and Learning

MASTER model by Dr Christine Rose

(M) Materials and Recources

Prompts, (visual, acoustic, books, graphs, handouts)

(A) Assesment
Improve confidence and self esteem. Feel safe to make mistakes. Constructive feedback. Variety of methods (reflect/review). Identify additional support. Reflective adjustment.

(S) Social and Emotional Aspects of Learning (SEAL)
Understand themselves and Others. Self Development. Empathy. Value Difference. Know right from wrong.

(T) Teaching and Learning Methods
Recognising, Valuing, Responding, (Individual experience/needs). Have confidence to challenge and adapt.

(E) Environment (Management of)
Room size, location.
Students (Respect, accommodate, listening)
Class/Group (Diversity, Impairment)
Tutor (Specific support, Challenging behaviour)

(R) Role Model (The Tutor as..)
Set Good Example, Agreed Understanding of diversity, Avoid stereotyping, Mutual Trust, High expectations)

Lesson Plans / Learning Outcomes and Assessment

We looked at 'Blooms Taxonomy of Educational Objectives'. Bloom split learning into a spectrum of tasks or skills which he called taxonomy. The spectrum of cognitive skills range from undemanding to complex. There are 3 main domains:

1. Cognitive domain (intellectual capability, ie., knowledge, or 'think')
2. Affective domain (feelings, emotions and behaviour, ie., attitude, or 'feel')
3. Psychomotor domain (manual and physical skills, ie., skills, or 'do')

The cognitive section here (there has been a revision, however we are dealing with the original)

Some explanation here:

A more detailed list of the verbs:

Geoff Petty (2004). Teaching Today. 3rd ed. Cheltenham: Stanley Thornes. 7-14.

We were able to see how Bloom's Taxonomy is useful in building a Lesson Plan with Outcomes and Objectives. Outcomes should precisely describe observable learner performance, shifting the focus on to what the student will be able to do as a result of their learning.

We might assess Learning Outcomes by:
Questions:

• Nominated > to a specific person
• Open > asking everyone
• Closed > Answer is Yes or No

Observation:

• Group Work
• Participation
• Quiz

Regarding Affective and Psychomotor Domains, see:

Affective Domain: Is demonstrated by behaviours indicating attitudes of Awareness, Attention, Interest, Aesthetic Appreciation, Moral, Aesthetic and other attitudes, Opinions, Feelings or Values,
(Verbs: Accepts, Attempts, Challenges, Defends, Disputes, Joins, Judges, Praises, Questions, Shares, Supports)

Psychomotor Domain: Is demonstrated by Physical skills, Sense Perception, Hand Eye Coordination, Dexterity, Manipulation.
(Verbs: Bend, Grasp, Handle, Reach, Relax, Operate, Shorten, Stretch, Write, Differentiate (by touch), Express (Facially), Perform (Skilfully)

Geoff Petty (2004). Teaching Today. 3rd ed. Cheltenham: Stanley Thornes. 395-396.
_______________________________________________________

Activity: Plan Outcomes for Mini Teach

My Mini Teach: The Water Cycle Basics

Outcomes: Learners will be able to:

1. Describe the Basic Water Cycle
2. Identify Main Aspects of the Water Cycle
3. Label a Simple Water Cycle Plan

For a copy of the Proforma lesson plan: Lesson Plan Download

• The details for my teach will include a simple and detailed view of the water cycle with time for some discussion and questioning.
• Activities will include nominated and open questioning and a labelling test.
• Outcome assessment will be through questions and test.
• Any differentiation should be manageable through the activities, though at this basic level, differentiation should not be an issue.

Week 3 Planning to Meet the Needs of Learners, Equality and diversity

Week 3: Planning to Meet the Needs of Learners, Equality and diversity.

Week 3: 08/10/2013 Lesson Plan PDF

• Review of the legislation from week 2
• Legislation Homework presentation (Details can be viewed in week 2 blog)
• Explain ways to Promote Equality and Value Diversity
• Investigate our responsibility in meeting the needs of learners
• Describe 5 ways of embedding Equality and Diversity in teaching practice
• Evaluate our responsibility in relation to working with other professionals

 Legislation Homework Presentation:

We divided in to groups to make our presentations. Each student was offered feedback and we recorded a summary of the presentation. Some of the presentations were recorded to video. This was the process:

The process we followed had us evaluate and reflect on our work/presentation and consider how we might improve/do things differently next time. Which lead nicely on to the next topic 'Reflective Practice'.

Reflective Practice:

Reflecting on events and outcomes and considering how we might do things differently. Reflective Practice forms the 'Reflective Journal' part of the 3PF. I have a blog of Week 3's Reflective Practice Here:

Ensuring Equality and Celebrating Diversity:

What is Equality?

What is Diversity?

The group had a really valuable discussion on this subject area. Probably the most influential injection of note, was a comment by our Tutor Zaeed: Who raised the point that he was Muslim and as such he did not agree with same sex relationships (Gay/Lesbian). The point certainly brought the discussion to life in a positive way and we able to explore the fact that we all have different values and some level of prejudice, yet we have the capacity put aside personal feelings and value each person as an individual. It was well demonstrated that there isn't always a simple YES/NO, Do This or Do That to every situation. Zaeed asked each student how they felt the discussion went and one student said that Zaeed threw his Muslim comment in like a Hand-grenade. This really livened things up (though in fact the Hand-grenade comment was completely innocent, a sort of Hyperbole.) Nevertheless, there were several comments then made in jest that applied to Muslim Extremist Activity. This was all very light hearted and there was never any suggestion that Zaeed was anything but a very nice person. This exercise really helped cement the importance of Equality and Diversity.

Week 2: Understanding Roles and Responsibilities - Legislation and Guidelines

Week 2: 01/10/2013 Lesson Plan

1. Ground Rules:
We used a group activity and open discussion to consider Ground Rules. We were quickly able to establish said rules, mostly based on established principles of what is considered Good and Acceptable behaviour. The class group was sub-divided in to 3 smaller groups. Each group used Post It notes to write down rules, these were then assembled on the whiteboard and discussed with the group by our tutor Richard. Were able to establish a set of rules that would meet the needs of all concerned: Staff, Students and Ourselves.

2. Groupings:
We discussed the Pros and Cons of Groupings. See image:

In week 2 sessions we used a 'Random' selection grouping to work in our next activity.

Key Learning Point:
OUTCOMES ----> ACTIVITY ----> ASSESSMENT 

3. Legislation:
We reviewed legislation in our randomly selected groups. 4 laptops and 1 set of information cards were placed in a carousel format around the class. We moved around the carousel gathering the legislation information.

• Equality: The Equality Act 2010 provides a single, consolidated source of discrimination law.
• Safeguarding: Children Act 2004, Safeguarding and protecting children from maltreatment, preventing Impairment of Health or Development. (DBS Check) Be Aware --->Report ---> Safeguarding Officer.
• LLUK: Life Long Learning UK, to develop a professional teaching standard for the whole FE system. April 2005 OFSTED.  LLUK ceased to operate as a Sector Skills Council on 31 March 2011. Responsibilities were passed to the Learning and Skills Improvement Service: The LSIS ended 31 July 2013
• HASWA: Health & Safety at Work Act 1974. The original can be Downloaded here

1. In Education (School Premises) 1999
2. In the Workplace 1992

The Health and Safety at Work Act also referred to as HSWA, HSW Act or HASAWA, is  the primary piece of legislation covering occupational health and safety in Great Britain.  The Health and Safety Executive with local authorities (and other enforcing  authorities) is responsible for enforcing the Act and a number of other Acts  and Statutory Instruments relevant to the working environment.

More info here: HSE

• Every Child Matters: UK Government initiative for England and Wales 2003. SHEEP or: Stay Safe, Healthy, Enjoy and achieve, Economic well-being, Positive Contribution.

HOMEWORK

1.  A report (max 500 words), or academic poster, discussing Unit 1 criteria 2.1 and 2.2 based on the ‘class rules’ activity. 

• You can view my report in PDF Click here

2.  A 5 minute presentation on relevant legislative frameworks and the consequences of these on your professional conduct as a teacher.

• Will be posted here after the event 08/10/2013
• This was displayed:

• These were My Notes
• This is a video of it: Video

Week 1: Enrolment, Ice Breakers, and Introductions

WEEK 1 24/09/2013  Lesson Plan

Week 1 began with introductions and games/quiz to break the social ice and start some good social interaction. It was a first step too in learning names of individuals in the group. We were introduced to the learning framework of Kendal College which included our enrolment to the Library and Personal Login to the College computer system.

It might have seemed somewhat of a formality of process, yet actually the tutors Tamara and Richard were skilfully introducing teaching methods at this early stage.

Helpful suggestions were made regarding recommended reading and one student was able to direct the group to a good online source: AbeBooks - which, at least in my case proved fruitful.

The main aims of the course were outlined and full details can be read here: Ascentis Level 4 Cert in Education and Training PDF