4.1/4.2
As all learners learn in different ways, planning is key to ensure that the session plans can be adapted to meet the needs of all learners. Since researching and developing Page Turners as a family learning course, I have had the opportunity to change my strategies, methods and resources to suit the different learners. This is the good thing about Community Learning in that it presents you with a different set of learning needs in different venues. In planning to meet the needs of learners, I have highlighted some of my key teaching moments below:
Moss Park Infant School
- The rooming was often challenging as I had to use the school dining hall, so preparation and planning time was key to set up the room.
- There was wide range of learners including ESOL which gave me an opportunity to practise my differentiation techniques. I started to do this through my methods and resources and questioning techniques, although this is an area I would like to continue to develop.
- The strategies, methods and resources in the IT Suite worked well.
Seymour Park Primary School
- This group was ESOL learners with varying levels of English. Collaborative learning techniques worked well.
- By week 3, I had a good understanding of learner needs generated by the group discussions and learner logs.
- One of the challenging areas with this group is the functional skill levels, so I need to think about appropiate extension activities for the more able learners.
- We have the opportunity to involve the children in week 4 of this course which is a great chance for the learners to put into practise what they have learnt and develop their functional English skills.
Partington Children's Centre
- This was a small group with varying ability levels. I had the opportunity to bring all aspects of the Minimum Core into this course and tried to make full use of all the resources including the EWB.
- As it was a small group, I developed my questionning techniques and focused on learner-led strategies to make the sessions as inclusive as possible and offered opportunities for differentiation.
Broadheath Children's Centre
- Again a small group, but with more able learners. I was able to utilise the tools and techniques I had developed on the earlier sessions and incorporate previous observation and learner feedback.
- I was pleased with how I was able to adapt this course to incorporate phonics and also extended the creative activity with a reading journal (in addition to a bookmark).
I feel that my teaching practice on this course has given me a good insight into family learning and helped me to develop a course which interests parents. Most of the learners have requested similiar follow-on courses (in maths) which can help them support their children's learning.
Friday, 17 May 2013
3.1 Review Ways in Which Elements of the Minimum Core can be Demonstrated in Planning Inclusive Learning and Teaching
3.1
‘Embedded teaching and learning combines the development of literacy, language and numeracy with vocational and other skills. The skills acquired provide learners with the confidence and motivation necessary for them to succeed in qualifications, in life and at work’ (The National Research & Development Centre, 2004).
The above quote demonstrates how literacy, numeracy and IT skills can help support the learner as they progress to further study or the world of work. I have also found that in short courses such as Page Turners, the use of Minimum Core elements can also help to engage and motivate.
I have looked for opportunities to incorporate all aspects of the Minimum Core, although it has been more difficult to demonstrate number skills. Literacy aspects have been demonstrated through the subject matter, resources and teaching and learning methods. For example, we have used books which learners have brought in from home to prompt discussion and group work around questions to ask children in shared reading time. This activity has incorporated both written and oral communication and has worked more effectively with larger groups of learners. I have also had the opportunity to adapt this session so that learners can practise the techniques with their children in a session.
I have looked for opportunities to incorporate all aspects of the Minimum Core, although it has been more difficult to demonstrate number skills. Literacy aspects have been demonstrated through the subject matter, resources and teaching and learning methods. For example, we have used books which learners have brought in from home to prompt discussion and group work around questions to ask children in shared reading time. This activity has incorporated both written and oral communication and has worked more effectively with larger groups of learners. I have also had the opportunity to adapt this session so that learners can practise the techniques with their children in a session.
I have developed a learning outcome around the benefits of websites and how they can help support reading. I have adapted both the resources and strategies used for this part of the course and have used the IT Suite, EWB and also given homework around the topic for learners to complete a worksheet based on the website www.oxfordowl.co.uk (see attached visuals and worksheet).
While Page Turners provides a clear opportunity to demonstrate literacy skills, through group and pair discussions, sharing of ideas and feedback, the challenge is to differentiate. I have tried to do this through questioning techniques and ask open questions which helps inclusivity and demonstrates communication skills. I have also looked at how I adapt my resources to reflect the Minimum Core and meet the needs of all learners. For example with ESOL learners, I have used more written and visual communication and with a group of more able learners I had to adapt the IT session.
The following visuals show how I have incorporated aspects of the minimum core in my planning.
2.5 Evaluate Opportunities for Learners to Provide Feedback to Inform Inclusive Practice
2.5
I have used learner feedback both informally and in more structured ways to help me improve and develop my teaching so that it is meeting the needs of all learners.
I have asked learners when we review the learning outcomes for the session what they thought of the strategies, methods and resources used and also encouraged learners to write their thoughts on post-it notes at the end of the session and stick them on the white board. I used this technique at Partington & Carrington Children's Centre and found it useful. Learners' feedback ranged from wanting a 5 minute break to enjoying the activity on sharing ideas for everyday life activities.
At Broadheath Children's Centre I asked the learners what they thought of the session after week 1 and they asked for refreshments! Although this is outside the remit of the course, I fed this back to the Children's Centre and they were able to provide this which helped the learners feel relaxed in their learning environment. This links into Maslow's Hieracy of Needs in basic comfort needs being met.
The RARPA learning logs which are used in every session offer learners a more structured opportunity to provide feedback each week. At the end of the course learners complete a course evaluation which rates different aspects of the course from 'how good was the teaching?' to 'how could we improve the course?'
I feel that there are sufficient opportunities for learners to provide feedback and have found them useful in my meetings with Centre Managers as a Development Worker and as a tutor in planning the course content and the development of resources. Comments on the learning logs have ranged from 'I have really enjoyed the course and found the techniques useful for me to apply to my three children at home' to 'I have really enjoyed the course; the only suggestion for improvement would be if we could have copies of our group work.' As a result of this final comment, I now take photos of the group work and produce handouts for the learners for the following week.
I have used learner feedback both informally and in more structured ways to help me improve and develop my teaching so that it is meeting the needs of all learners.
I have asked learners when we review the learning outcomes for the session what they thought of the strategies, methods and resources used and also encouraged learners to write their thoughts on post-it notes at the end of the session and stick them on the white board. I used this technique at Partington & Carrington Children's Centre and found it useful. Learners' feedback ranged from wanting a 5 minute break to enjoying the activity on sharing ideas for everyday life activities.
At Broadheath Children's Centre I asked the learners what they thought of the session after week 1 and they asked for refreshments! Although this is outside the remit of the course, I fed this back to the Children's Centre and they were able to provide this which helped the learners feel relaxed in their learning environment. This links into Maslow's Hieracy of Needs in basic comfort needs being met.
The RARPA learning logs which are used in every session offer learners a more structured opportunity to provide feedback each week. At the end of the course learners complete a course evaluation which rates different aspects of the course from 'how good was the teaching?' to 'how could we improve the course?'
I feel that there are sufficient opportunities for learners to provide feedback and have found them useful in my meetings with Centre Managers as a Development Worker and as a tutor in planning the course content and the development of resources. Comments on the learning logs have ranged from 'I have really enjoyed the course and found the techniques useful for me to apply to my three children at home' to 'I have really enjoyed the course; the only suggestion for improvement would be if we could have copies of our group work.' As a result of this final comment, I now take photos of the group work and produce handouts for the learners for the following week.
2.3 Reflect on how Teaching Methods Meet the Needs of all Learners
2.3
As it can be difficult to assess learners formally in Community Learning as they are short 3-6 weeks courses, I believe it is important to engage and motivate the learners from the start. In reflecting on teaching methods, it is useful to understand the distinction between strategy, method and resource.
Susan Wallace summarises this well in the following summary, `Group work is a strategy, the activity learners will engage in, in these groups, is the method and the video they watch is an example of a resource' (Susan Wallace, 2007, p.131). The three aspects are often inter-linked, but have a clear role to play.
I have developed a range of methods and resources to link into my teaching and learning strategies. This helps to differentiate and appeals to a range of VAK learning styles. I have also looked to mix up learners so there are plenty of opportunities for individual, pair and group work; this helps learners get to know each other, helping inclusivity and offers an opportunity for self and peer assessment.
Remembering that the emphasis is on what learning has taken place, the methods need to support the learners in achieving their learning objectives. For example, one of the learning outcomes from Session 1 is 'most learners will be able to classify the benefits of reading' and 'some (learners) will be able to explain the benefits of reading.'
I developed a set of laminated cards printed with the different benefits of reading; the teaching method is for learners to arrange the cards in a diamond shape in order of importance and feedback to the group. This encourages collaborative learning and sharing of ideas and offers differentiation for higher level learners as they feedback to the rest of the group and give reasons for their choices. This method is evident in the attached picture.
I felt that this activity worked well for all groups and everybody was able to participate at some level. Learners fedback that they enjoyed the group work this method encouraged and commented, 'I enjoyed sharing comments and experiences in the group' (Learner at Partington Children's Centre).
As it can be difficult to assess learners formally in Community Learning as they are short 3-6 weeks courses, I believe it is important to engage and motivate the learners from the start. In reflecting on teaching methods, it is useful to understand the distinction between strategy, method and resource.
Susan Wallace summarises this well in the following summary, `Group work is a strategy, the activity learners will engage in, in these groups, is the method and the video they watch is an example of a resource' (Susan Wallace, 2007, p.131). The three aspects are often inter-linked, but have a clear role to play.
I have developed a range of methods and resources to link into my teaching and learning strategies. This helps to differentiate and appeals to a range of VAK learning styles. I have also looked to mix up learners so there are plenty of opportunities for individual, pair and group work; this helps learners get to know each other, helping inclusivity and offers an opportunity for self and peer assessment.
Remembering that the emphasis is on what learning has taken place, the methods need to support the learners in achieving their learning objectives. For example, one of the learning outcomes from Session 1 is 'most learners will be able to classify the benefits of reading' and 'some (learners) will be able to explain the benefits of reading.'
I developed a set of laminated cards printed with the different benefits of reading; the teaching method is for learners to arrange the cards in a diamond shape in order of importance and feedback to the group. This encourages collaborative learning and sharing of ideas and offers differentiation for higher level learners as they feedback to the rest of the group and give reasons for their choices. This method is evident in the attached picture.
I felt that this activity worked well for all groups and everybody was able to participate at some level. Learners fedback that they enjoyed the group work this method encouraged and commented, 'I enjoyed sharing comments and experiences in the group' (Learner at Partington Children's Centre).
2.4 Identify Ways in Which Session Plans can be Adapted to Meet the Individual Needs of Learners
2.4
I have adapted the teaching and learning strategies and resources used on my course to meet the diverse needs of the different learner groups. The course content has also been dependent on the facilities available in the community venues such as computers.
I found this process has got easier as I have done more teaching and I have developed a bank of resources which I can use to change my session plans accordingly. For example, in one session the learning objective is to 'identify a best practise feature from the video and indicate how to apply it to your own shared reading time.' To help the learners achieve this objective I used a best practise online video clip, demonstrating reading out-loud, and a linked worksheet which I created. At Moss Park Infant School, this worked well, althuogh I did identify an opportunity to extend the activity with an extension activity to challenge any more-able learners. However, at Broadheath Children's Centre, all the learners were working at a higher level and had already discussed these best practise features in their feedback from previous activities.
Therefore I reflected on their comments from the RARPA learning logs and was able to change my session plan to demonstrate phonics. It was the same learning objective, but I needed to differentiate the resources used to challenge this group of learners. By showing a different best practise video I could demonstrate how children learn phonics and give the learners more information about this subject area which they had asked for. This wasn't built into my original SOW, but I was able to adapt my session plan to meet the needs of this group which I was pleased with as they clearly benefited from this session.
In another session at Seymour Park School, the Extended Schools Manager asked for the children of the learners to be included in a session, so I adapted my session plan for the final week to offer the learners an opportunity to practise the skills they had learnt with their children in shared reading time. This served as a usefil recap and helped to consolidate the learning for this group.
I have adapted the teaching and learning strategies and resources used on my course to meet the diverse needs of the different learner groups. The course content has also been dependent on the facilities available in the community venues such as computers.
I found this process has got easier as I have done more teaching and I have developed a bank of resources which I can use to change my session plans accordingly. For example, in one session the learning objective is to 'identify a best practise feature from the video and indicate how to apply it to your own shared reading time.' To help the learners achieve this objective I used a best practise online video clip, demonstrating reading out-loud, and a linked worksheet which I created. At Moss Park Infant School, this worked well, althuogh I did identify an opportunity to extend the activity with an extension activity to challenge any more-able learners. However, at Broadheath Children's Centre, all the learners were working at a higher level and had already discussed these best practise features in their feedback from previous activities.
Therefore I reflected on their comments from the RARPA learning logs and was able to change my session plan to demonstrate phonics. It was the same learning objective, but I needed to differentiate the resources used to challenge this group of learners. By showing a different best practise video I could demonstrate how children learn phonics and give the learners more information about this subject area which they had asked for. This wasn't built into my original SOW, but I was able to adapt my session plan to meet the needs of this group which I was pleased with as they clearly benefited from this session.
In another session at Seymour Park School, the Extended Schools Manager asked for the children of the learners to be included in a session, so I adapted my session plan for the final week to offer the learners an opportunity to practise the skills they had learnt with their children in shared reading time. This served as a usefil recap and helped to consolidate the learning for this group.
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