Insight Into Professional Development
Kelly Horne
6.3 Produce a written reflection on the impact of these insights on own practice and professional development.
‘A curriculum offer should have something for everyone and be as inclusive as possible in order to ensure as wide a range of learners as possible can take advantage of it.’(White and Weaver 2007 as cited in Gravells and Simpson p11)
Within our teaching context and setting we develop our schemes of work from the curriculum devised by the awarding body or those we have planned ourselves. My curriculum planning should promote equality, diversity and inclusion. All will have an impact on me and my learners. Each of these sectors overlaps with each, meeting one will then lead on to meeting the other. A curriculum will not only allow for the involvement of all learners it will create a responsible and safe learning environment where all individual needs are being met.
This process can be a challenging and difficult task for a tutor, remaining flexible and at the same time meeting personal standards and the standards presented in the organisational structure I work for. This will also encompass meeting government legislations and LLUK standards. I will continue to reflect in this essay on how I am implementing an inclusive curriculum, where I am not meeting these requirements and how I can further develop my weaknesses. I will consider the theories and models I am already using and discuss the hidden curriculum and its relevance to my teaching.
For each adult learner, the learning experience is going to feel unique. Depending on the teaching context; Adult and Community Learning, H.E, Adult Sector, 14-19 Apprenticeships, Community Learning, Diploma Courses, they will all allow for personal achievement, learning a new skill, applying a new experience, and embedding new skills. The learning journey is as important as the end result for many learners. I have realised I need to be flexible and
6.3 Produce a written reflection on the impact of these insights on own practice and professional development.
‘A curriculum offer should have something for everyone and be as inclusive as possible in order to ensure as wide a range of learners as possible can take advantage of it.’(White and Weaver 2007 as cited in Gravells and Simpson p11)
Within our teaching context and setting we develop our schemes of work from the curriculum devised by the awarding body or those we have planned ourselves. My curriculum planning should promote equality, diversity and inclusion. All will have an impact on me and my learners. Each of these sectors overlaps with each, meeting one will then lead on to meeting the other. A curriculum will not only allow for the involvement of all learners it will create a responsible and safe learning environment where all individual needs are being met.
This process can be a challenging and difficult task for a tutor, remaining flexible and at the same time meeting personal standards and the standards presented in the organisational structure I work for. This will also encompass meeting government legislations and LLUK standards. I will continue to reflect in this essay on how I am implementing an inclusive curriculum, where I am not meeting these requirements and how I can further develop my weaknesses. I will consider the theories and models I am already using and discuss the hidden curriculum and its relevance to my teaching.
For each adult learner, the learning experience is going to feel unique. Depending on the teaching context; Adult and Community Learning, H.E, Adult Sector, 14-19 Apprenticeships, Community Learning, Diploma Courses, they will all allow for personal achievement, learning a new skill, applying a new experience, and embedding new skills. The learning journey is as important as the end result for many learners. I have realised I need to be flexible and
Bibliography: Gravells A and Simpson S (2009) Equality and Diversity in the Lifelong Learning Sector ,Exeter, Learning Matters Jarvis P (2004 3rd Edition) Adult Education and Lifelong Learning, Theory and Practice London, Routledge Falmer Wilson L (2009) Practical Teaching. A Guide to PTLLS and DTLLS. Hampshire. Cengage Learning Petty G (2004 3rd Edition) Teaching Today Cheltenham. Nelson Thornes Ltd www.excellencegateway.org.2011 March 24th www.infed.org/biblio/b-curric.htm 2011 March 23rd wikipedia.org/wiki/curriculumtheory.htm 2011 March 23rd