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Learning, Teaching and Assessment

A look at the processes, principles and theories of planning, preparing and enabling learning.
by

Mark Newman

on 14 December 2012

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Transcript of Learning, Teaching and Assessment

Numeracy & Literacy Pedagogies Lesson Plan Scheme of Work Is there something in every lesson for: Analyse, with guidance, the role of a teacher in the Lifelong Learning Sector Analyse, with guidance, own assessment practices and
make reasonable adjustments for a range of disabilities Demonstrate the ability to effectively & coherently plan a series of teaching sessions TEACHING CYCLE How ready are your learners to learn? Is there a balance of teacher & learner activity? Factors Affecting my Roles & Responsibilities Legislation Equality & Diversity - Health & Safety at Work Act (1974) - Equality Act (2010) - Copyright Designs & Patents Act (1988) - Data Protection Act (1998) - Disability Discrimination Act (1995) - Childrens Act (2004) - Every Learner Matters Equality: A state of fair treatment that is the right
of all the people regardless of the differences in, for example, culture, ability, gender, race, religion, wealth, sexual orientation, or any other group characteristic.
(Wilson, 2012:151) Where does the teachers role end and the specialists begin? (Wilson, 2009:153)

Difficult to be absolute If you promise to do something.......DO IT!

Specialists Assume nothing!

Legislation Integrity & Confidentiality Points of Referral Assessment A way of finding out if learning has taken place, it enables you, the assessor, to ascertain if your learner has gained the required skills & knowledge needed at a given point towards a course or qualification."
(Gravells 2008:75) Blooms Taxonomy of Learning Differentiation Disability Methods Questions? Introduced in 2004 to develop inclusive approaches to addressing the language, literacy & numeracy needs of learners. "Functional skills are practical skills in English, ICT and Mathematics, that allow individuals to work confidently, effectively and independently in life"
(Tummons, 2005:18) Minimum Core Aims: Objectives Engaging & Motivating Edexcel "A general expression of intent"
(Cohen et al, 1977:110) "Characterised by greater precision & specificity"
(Cohen et al, 1977:110) Aims:

- Understand joints in the skeleton

- Understand the muscular system

- Understand the energy systems & their relation to exercise

Objectives:

- Describe the classification of joints
- Describe the structure of a synovial joint

- Identify the three types of muscle tissue
- Identify how muscles attach to the skeleton

- State the characteristics for each energy system

- Describe how carbohydrates, fats & proteins are used in the production of energy Example of CYQ Aims & Objectives: Experiential Learning Multi-Sensory Assessment for Learning e - Learning & technology Learning Conversations Co-operative Learning Differentiation Modelling Theory to Practice Induction Days Rules Boundaries Interview Standards What has a negative impact on this? Social activities Confidence Poor Modelling Initial: Formative: Summative: Application Form
Interviews
Diagnostic
One to One Wordshoot
Blockbuster Quiz
Self Assessment
Peer Assessment Multiple Choice Exams
Practical Assessment How could this be improved? - IFL Code of Practice S
M
A
R
T Specific Measurable Achievable Recordable Timed ? Planning Learning Scheme of Work
Utilising Syllabus
Lesson Plans
Creating/Obtaining Resources
Risk Assessments
Consent Forms
Room/Activity Bookings
Time Tabling
Individual Learning Plan Enable Learning Establish Boundaries
Establish Rules
Introductions
Create a comfortable & safe Learning environment
Provide suitable access to resources
Enable differentiation
Use a variety of teaching methods Assessing Learning Internal Verification/External Verification
Extra time for any learning needs?
Tracking
Record Keeping (7 Years)
Prompt return of work
Medal & a mission Quality Assurance
& Evaluation Subject Specific Meetings
Learner Feedback
Peer Feedback
Benchmarking
Continuous Professional Development Identifying Needs One to Ones
Interviews
Additional Learning Needs
Does the student require a mentor?

........Initial Assessment Other Responsibilities Offer Value for Money
Consider needs & interests of parents & employers
Planning & preparing classes
Assessing impact of learning
Marking of work
Contributing to program development
Having a duty of care
Monitoring progress
Act within professional codes
Monitor attendance & punctuality
Enter learners for exams/tests
Act as a role model
Pastoral care Teacher Island .....learners? V A R K - Visual _ Audio - Reading & Writing - Kinaesthetic Learning by doing Learning through seeing - Demo/Images Learning through hearing - explanations "I hear, I forget
I see, I remember
I do, I understand" (Wilson, 2009: 12) Reading texts - Note taking Teacher Learner Computer Tasks Creating Presentations Student led practicals Videoing/Analysing Bite Size Exposition Diamond Lesson Plan "...development of literacy, language & numeracy with vocational & other skills" "...the learner should be in the driving seat" "...learning by doing or active learning" "...checking learning & generating feedback that informs subsequent learning" "...learners as individuals" "...learners to apply the theory in practical situations" "...teachers, tutors & trainers are also involved in modelling behaviours that they want learners to adopt" "...seeing, listening, touching things & moving" "...ensures individual learners understand that their contribution is vital to the team" "...offers learners exciting, innovative tools for active learning" Role of Assessment Feedback .....letting learners know where they are in the learning process S M A R T - Grading/Benchmarking - Exam/Practical/Subject Specific - Have students had the opporunity to learn? - When during course? Suitable time for exam/test? Evaluation Quality Process Benjamin Bloom
1913 - 1999 Three Domains: Cognitive Affective Psychomotor - Thinking skills - Attitudes, beliefs & values - Physical/
Practical Low Order (Shallow Learning) High Order (Deep Learning) "...adopting strategies that ensure success in learning for all, by accomodating individual differences of any kind".
(Petty, 2004:541) - Extension Tasks - Higher Order Questioning - Nominated Questioning Providing Options:
- Posters
- Reports
- Presentations
- Voice Recording - Independent Learning - Learning Styles Physical Disability ADHD Sensory Impairment Speaking:
Slowly & Clearly
Don't speak into board
Use visuals
Talk through all handouts Audio Stick Large Bold Text Evaluation of resources used Nominated Seating Scribe One to One Problems with seeing, hearing, spatial awareness Disability Room Layout Ground Floor Classroom Using a 'body' for practical assessments? Disability Attention Deficit Hyperactivity Disorder Additional Learning Support? Initial Learning Assessment? - One to One Support
- Keep on task Peer Support Bite size teacher activity Variation Sit at front of class - Minimise distraction Reminders Parental contact (where appropriate) Fun Activities Extra Time? Rooming? Awarding Body Adaptations - Positive Role Models Extra Time Sign Language Interpreter Practical Assistant Braille Papers Low Vision Aid/Magnifiers Alternative Accommodation Bilingual Translation Dictionary Early Opening of Papers Supervised Rest Breaks Any adjustments must be fair...... ".....must only repeat the instructions of the question paper or questions when a candidate indicates a specific need for help" A Reader... Scribe/Voice Activated Software A Scribe.... "...must write or type accurately, and at a reasonable speed, what the candidate has said, (except in an examination requiring word processing where a scribe will not be permitted)" A Practical Assistant... "...must perform practical tasks according to the candidate’s instructions, unless the skill to be performed is the focus of the assessment, (in which case the practical assistant will not be permitted) or the procedure would be unsafe"
A centre must ensure the following records are available to the EQA:

• Dated record of each learner’s enrolment into the centre’s programme

• Dated record of each learner’s registration with CYQ

• Dated record of each learner’s certification details once completed

• All relevant information (dated) relating to learners requiring reasonable adjustments/special considerations

• All relevant information (dated) relating to a learner’s appeal, including copies of documented evidence identifying the nature, date and circumstances surrounding the original notification along with resulting action plans CYQ Record Keeping Guidance CYQ http://www.cyq.org.uk/files/reasonable-assessment-and-special-consideration-procedure.pdf See Appendix 4 Knowledge of reasonable adjustments Better training/induction Improvement in Differentiation - Higher Order Teacher Observations? - Formative Assessment I am yet to be involved in Summative Assessment Subject specific initial assessment?: Communication Skills - Presentation? Theory question paper? Less pressure - Funding Scribe Extra Time Alternative Accomodation My Practice See Appendix 3 - Disability - Gender Re-Assignment - Age - Pregnancy/Maternity - Sexual Orientation - Sex - Race - Religion/Beliefs - Civil Marriage/Partnership Nine Protected Characteristics: Time Management Behaviour Other Responsibilities Additional Requirements Availability of Resources Feedback Hyland (2000); O'Donovan et al (2001); Higgins et al (2002) "conclude that, in general students want feedback & appreciate good feedback." Medal & a Mission Important for students to know how to improve Important for students to know where they are currently Help clarify what good performance is: - Showcasing good example of work
- Self assessment/reflection & feedback sheets Help students to learn how to self-assess, direct their own learning & support the learning of others - Self reflection & formative practical peer assessment Provide students with opportunities to act on feedback - Public Service students - Feedback to attain
higher level/grade (Chown, 2008:1-5) https://oncampus.petroc.ac.uk/cis/staff/employee/cpd/?view=cpd_development_plan - Lifelong Learning UK - Professional Standards for Teachers - Professional Values & Practice
- Learning & Teaching
- Specialist Learning & Teaching
- Planning for Learning
- Assessment for Learning
- Access & Progression - Integrity
- Respect
- Care
- Practice
- Disclosure
- Responsibility - Health & Wellbeing - Staying Safe - Enjoying & Achieving - Making a Positive Contribution - Economic Wellbeing Sustainable Resources Functional Skills Learning, Teaching & Assessment Remembering Understanding Applying Analysing Evaluating Creating • Bloom, B. (1956) http://classweb.gmu.edu/ndabbagh/Resources/IDKB/bloomstax.htm (Accessed: 12 December 2012)

• Chown, A. (2008) ‘Feedback that supports learning’. Centre for Learning and Teaching. University of Brighton.

• Cohen, L. Manion, L and Morrison, K. (2004) ‘A Guide to Teaching Practice’. Suffolk: St Edmundsbury.

• CYQ () Reasonable Adjustments and Special Consideration Procedure.
http://www.cyq.org.uk/files/reasonable-assessment-and-special-consideration-procedure.pdf (Accessed: 11 December 2012)

• Gravells, A. (2008) ‘Preparing to Teach in the Lifelong Learning Sector’. Glasgow: Bell & Baine.

• Joint Council for Qualifications (2012) Access Arrangements, Reasonable Adjustments & Special Considerations.
http://www.edexcel.com/Policies/Documents/Access%20Arrangements,%20Reasonable%20Adjustments%20and%20Special%20Consideration.pdf (Accessed: 11 December 2012)

• Petty, G. (2006) ‘Evidence-Based Teaching’. Cheltenham: Nelson Thornes Ltd.

• Petty, G. (2012) ‘Practical Teaching: A Guide to Assessment and Quality Assurance’. Cheltenham: Nelson Thornes Ltd.

• Tummons, J. (2011) ‘Assessing Learning in the Lifelong Learning Sector’. Glasgow: Bell & Baine.

• Wilson, L. (2009) ‘Practical Teaching: A Guide to PTLLS & DTLLS’. Croatia: Zrinksi D.D.

• Wilson, L. (2012) ‘Practical Teaching: A Guide to Assessment and Quality Assurance’. Hampshire: Cengage Learning EMEA REFERENCES Summary Teaching - Varied Roles/Responsibilities
- Not simply teaching

Own Practice - Improving
- 3-4 months experience
- Awareness of areas for improvement http://www.allvle.co.uk/petroc/file.php/8/tttl_cards.pdf
Accessed:25 November 2012)
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