Module 1 Assignment
Learning, Teaching and Assessment.
Module One Assignment.
In this assignment I will examine the traditional roles and responsibilities of the teacher as well as reflecting on my own practice and evaluating how the roles and responsibilities have changed from teaching to students to facilitating learning with them. I will also look at the different types of assessment that I use and the adaptions that I have made to ensure that it is inclusive and adapts to the needs of all of the learners.
The traditional role of the teacher was that of a gatekeeper of information where only the teacher had access to the material that the learners needed. This was vital when the classroom was the central point from where the information was broadcast …show more content…
and there was no internet or mobile phones that could access large amounts of information at the touch of a screen or even 24 hour news and programmes where instant material was available. Taack Lanier (1997) explains that teaching used to be ‘a combination of information-dispensing, custodial child care and sorting out academically inclined students from others’ Taack Lanier also went on to state that teachers were ‘told what, when and how to teach’ and this often led to treating all learners the same and were not accountable when many learners failed. They used the same lessons and learning material every year and were unable to digress from these traditional practices for fear of being discouraged by superiors or prohibited by education laws and regulations.
Every job has roles and responsibilities governed by policies and procedures and teaching is no exception.
These roles and responsibilities are vital to ensure that both governmental and organizational aims and objectives are met to an agreed standard. Roles can be defined as activities or actions required from a person or group and responsibilities are the obligations required to complete these activities to a successful conclusion. Teachers today are obliged to adapt and adopt new practices to involve all learners and that their most important task is to make themselves familiar with their learners as individuals in order to understand their wide range of needs, learning styles, social and cultural background, interests and abilities. The teaching profession is subject to a great deal of legislation and there are many targets that must be met in order for an establishment to be considered a success. It is the responsibility of the individual teacher to ensure that they follow the job role laid out by the learning establishment that they work for as well as fulfilling the expectations of the learners that they are working with. The LLUK document ‘Defining teacher roles and responsibilities in the further education sector in England’ (2008) lays out the different roles and responsibilities of a teacher in further education very clearly and was produced specifically to ensure clearer standards for trainee teachers to demonstrate in relation to the roles of teachers, trainers, …show more content…
and tutors across the whole sector.
Research undertaken by LLUK (2008) indicates that all teachers undertake the same activities in relation to the teaching cycle:
Initial assessment
Preparation and planning
Delivery
Assessment
Evaluation
Revision based on evaluation
The document also goes on to lay out the different roles of the teacher which include the responsibility to;
Apply and promote codes and principles of practice
Conduct initial assessment
Plan for learning and develop the curriculum
Apply theories of learning
Teach
Teach area of specialism
Select and/or develop materials
Assess learners and provide constructive feedback
Contribute to the quality cycle of the organisation
Evaluate own practice. (Defining teacher roles and responsibilities in the further education sector in England (2008).
My teaching placement is at Cornwall College on the Access to Higher Education Health and Social Care course. This qualification is aimed at individuals who have decided to change their careers but do not have the qualifications required to go to university. The timetable for the course fits around the learner’s home lives including a 9:30am start and a 14:30pm finish to allow the learners to pick up their children from school as well as continue to work to support themselves. The learners in my class range from 18 years old to 40 plus. This is a huge range of life experiences that need to be taken into account when planning for and assessing individuals. These experiences mean that the role of the teacher changes from that of a gatekeeper to information to a facilitator of learning. Geoff Petty uses active learning methodologies to suggest that individuals learn best by doing. Petty (2014) states that
‘‘Active methods require us to ‘make our own meaning’, that is, develop our own conceptualisations of what we are learning. During this process we physically make neural connections in our brain, the process we call learning.’’
Petty goes on to say ‘Passive methods such as listening do not require us to make these neural connections or conceptualisations.’ Active learning should involve giving learner’s feedback on any gaps in understanding with the opportunity to amend it, and this could be done with the help from their peers. I use this approach in many of my lessons. I use the vast knowledge and experience that many of the learners in my class have and couple this with mixed ability groups so that this knowledge and understanding can be shared and if any learners are struggling with a concept then others in their group can help close any gaps. Anilsahu (2013) explains that active learning in the classroom allows the teacher to change the whole classroom environment by using different activities such as reading, making mind maps and group presentations to ensure the learners are engaged all of the time. I have evidenced each of these learning opportunities in the lesson plans provided in my Individual Development Plan (IDP) and have found that all of these activities have proven to be successful at engaging all learners using their strengths. Not all learners enjoy the same activities and an active learning environment means that everybody can find something that they enjoy and can use as an effective learning tool. Anilsha (2013) concludes that in a modern learning environment the term ‘learning is now seen as more current to the term ‘teaching’ and that teachers need to make the learning more interesting and interactive to ensure that better learning takes place.
All of the learners in my class want to use this course as a stepping stone to get to university and become part of the health care profession. The training required by a nurse is both academic and practical and a great deal of the learning is not done in the classroom but using a hands on approach on the wards with feedback from mentors and colleagues as well as tutors and lecturers in the classroom. Classroom learning is often seen as academic with practical, on the job learning seen as training. Armitage et al (2012) use ideas that the role of the teacher and the role of the trainer are often the same individual but in different contexts. Armitage et al (2012) states that ‘
‘Both the teacher and the trainer aim at getting a student or trainee to think or act for themselves.’’
This is an approach used in my classroom every session. I do this by asking the learners what they already know about a topic and then using activities to reinforce and build on these ideas with input from both the teacher/facilitator and other learners to achieve the learning outcomes of the session.
As a facilitator of learning assessment is an inevitable part of the process. Tummons (2005, pp. 5) explains that ‘’with assessment we can
Find out if learning has taken place;
Diagnose learners needs;
Provide public acknowledgement and certification of learning;
Allow processes of selection to be carried out;
Provide a way to evaluate learning programmes;
Motivate and encourage learners.’’
However, before any learning and assessment can take place it is important that the learning environment is safe, structured and relevant. Maslow’s theory of self-actualisation is very significant here and many of the learners in my class have multiple responsibilities other than their learning experience and this can have a significant impact on the how they arrive at each learning opportunity. If a learner is having problems outside of college either at home or at work or their children are not well or experiencing problems then this directly correlates with how they behave in the learning environment. Maslow (1954) theorised that before any learning can take place then they must have their basic needs satisfied.
The above pyramid shows that the more levels at the bottom of the diagram that can be achieved then the more learning can take place leading to ‘self-actualisation.’ Due to the learners issues I identified in the previous paragraph I use flexibility in my teaching to ensure that I can help with both the biological and psychological needs as well as the safety, belongingness and love needs. I try to do this by promoting a safe base that is reliable and consistent with clear guidelines and achievable aims and outcomes. The learners are all very different, with different ability levels but they also all share a common goal and this coupled with a structured but relaxed approach where they are given the opportunity to take responsibility for their own ‘self-actualisation’ with advice and accessibility to a range of information and encouragement from me as the facilitator.
Once the learners are ready to begin their learning, even though ‘learning happens everywhere, not somewhere’ Callahan (2010) every task that the facilitator sets is an assessment opportunity that can be used to inform future learning.
The summative assessment for the course, set by the awarding body, is a series of written assignments, a presentation and a work placement log book which all require research and a lot of writing. With this in mind I try to use as many different activities as possible to cover all learning styles and promote inclusion as the formative assessment throughout each session. Formative assessment provides feedback and encouragement and allows the learners and the facilitator to review how things are going. Kolb (1984) created the ‘Experiential learning cycle’ and Tummons (2005, pp. 30) explains
that;
‘‘The formative assessment can be seen as an example of concrete experience. The process of feedback and evaluation can be seen as observation and reflection and forming abstract concepts (with the learner having to consider the feedback they have received and with the help of the teacher or trainer decide what to do next). The final stage is testing in new situations, where the learner tries out what they have learned.’’ Gravels and Simpson (2009) explain that most learners have a particular learning style which, simply explained means a way that will help them to learn based on what they see, listen to and experience. Flemming (2005) stated that people could be grouped into four styles of learning: visual (seeing), aural (listening and talking), read/write (reading and writing) and kinaesthetic (doing). Honey and Mumford (1992) based on Kolbs work, suggest a different approach where students are a mixture of the following; activist, pragmatist, theorist and reflector.
Learning style Attributes Activities
Activist Activists are those people who learn by doing. Activists need to get their hands dirty, to dive in with both feet first. Have an open-minded approach to learning, involving themselves fully and without bias in new experiences. brainstorming problem solving group discussion puzzles competitions role-play Theorist These learners like to understand the theory behind the actions. They need models, concepts and facts in order to engage in the learning process. Prefer to analyse and synthesise, drawing new information into a systematic and logical 'theory '. models statistics stories quotes background information applying theories
Pragmatist These people need to be able to see how to put the learning into practice in the real world. Abstract concepts and games are of limited use unless they can see a way to put the ideas into action in their lives. Experimenters, trying out new ideas, theories and techniques to see if they work. time to think about how to apply learning in reality case studies problem solving discussion Reflector These people learn by observing and thinking about what happened. They may avoid leaping in and prefer to watch from the sidelines. Prefer to stand back and view experiences from a number of different perspectives, collecting data and taking the time to work towards an appropriate conclusion. paired discussions self analysis questionnaires personality questionnaires time out observing activities feedback from others coaching interviews
My class is a large group and I often use a carousel approach to the activities that I set to ensure that every learner has the opportunity to do everything and to also ensure that each learner is able to use a learning style that suits them. Gravels and Simpson (2009) explain that differentiation is when a facilitator uses different approaches and resources to include all learners and meet their specific needs. They went on to state that it is very unusual to have a whole class that is at the same level including knowledge and experience and needs. Differentiation does not mean that you need to make individual lesson activities for every learner but to take into account the different needs.
‘’Differentiation can be defined as an approach to teaching and learning that both recognises the individuality of learners and also informs ways of planning for learning and teaching that takes these individualities into consideration.’’
(Tummons 2010; pp 93)
Question and answer plays a primary role in the assessment of learners as this is a quick way of finding out what they already know as well as confirming what has been learned and can and should be used at every opportunity. As I have explained before the learners in my class have a variety of knowledge and experiences and question and answer sessions are vital to determine what level of understanding has already been achieved and where to go next. Questioning also allows for adaptions to the session to be made to include all learners. Through questioning it can become obvious who has a solid understanding, who has nearly got it and who needs some extra assistance with the whole concept. Peer assessment and using the experiences of others in the group can help contextualise learning and Tummons states that;
‘’If learners can learn from teachers and trainers, books and websites, videos and field trips, they can learn from each other’s experience and knowledge as well.’’
Tummons (2005, pp. 31)
As I detailed in my presentation I have to make adaptions to my sessions to include a learner who is hard of hearing. Slide number 12 lays out some of the adjustments to the environment as well as my own practice but in terms of the contents of my sessions I have had to make some important variations to my plans to include this learner. The Disability Discrimination Act (2003) introduced a new section that states all providers of post-compulsory education were legally obliged not to discriminate against learners with disabilities. The DDA obliges awarding and examining bodies to adapt their methods and practices. Tummons (2005) explains that this means if you are planning a formative assessment then it is up to the tutor to ensure that all learners including those with disabilities can be included.
The topic for the last term has been communication, including the common barriers to communication that there are. The learner in question had not disclosed to the rest of the class that she had a hearing impairment meaning that she is 75% deaf or that she wears two hearing aides. The activities that I had planned to illustrate the different types of communication and the barriers that can arise could have meant that the learner felt uncomfortable taking part as she was still unsure of revealing her disability to the rest of the group. I discussed with the learner the activities that I had selected for these lessons (lesson plans 2 and 3 in my IDP), ensuring that I explained fully what was going to happen and what would be expected from her. The learner was excited about the lessons and said she was interested to see how the rest of the group reacted to the activities and how they used the simulation of being deaf, using ear plugs to empathise with someone who is really deaf. On reflection the session went very well and all of the learners participated and the learner with a hearing impairment used this as an opportunity to disclose to the rest of the group about her disability as well as highlighting to them some of the difficulties she encounters in the classroom including everybody talking at once and not looking at her when they speak. The learner thanked me at the end of the session and explained that she had enjoyed the activities and had felt very comfortable in revealing her disability.
In conclusion, I have learnt a lot in terms of my roles and responsibilities as a teacher and have surmised that due to the prior knowledge and experience of my placement class I am not teaching them as a blank canvas but facilitating their learning with them as the leaders and not like the traditional classroom where the teacher has all of the power. My past experience is working in the primary education field and many of the roles that I had to fulfil then are similar to those I am responsible for now, however young children are a clean slate and you begin by teaching them before moving on to facilitating. The knowledge that I am helping learners to use the gifts, knowledge and experience that they already have to inform their future learning and ultimately change the direction of their lives is very exciting and fulfilling.
Bibliography
Anilsahu. 18 April 2013. Innovative Education, Teacher as a facilitator in learning (Online.) Available at http://anilsahu77.blogspot.co.uk/2013/04/teacher-as-facilitator-in-learning.html (27.12.13)
Armitage, A., Evershed, J., Hayes, D., Hudson, A., Kent, J., Lawes, S., Poma, S., Renwick, M, 2012. Teaching and Training in Lifelong Learning 4th Edition. Maidenhead:Open University Press
Callahan, D, 2010. Learnstreaming- sharing is how we learn (Online) Available at http://learnstreaming.com/learning-happens-everywhere-not-somewhere/ (20.12.13)
Gravells, A., Simpson, S., 2009. Equality and Diversity in the Lifelong Sector 2nd Edition. London:Sage Publications Ltd
Honey, P. Mumford, A. 1982 Manual of Learning Styles London: P HoneyLifelong Learning UK 2008. Defining teacher roles and responsibilities in the further education sector in England. London LLUK
Petty, G, 2014. Active Learning, Improve your teaching and that of your team (online) Available at http://geoffpetty.com/for-teachers/active-learning/ (20.12.13)
Taack Lanier, J., 7 January 1997. Edutopia, What Works In Education. Redefining the role of the teacher: It’s a multifaceted profession (Online) Available at http://www.edutopia.org/redefining-role-teacher (27.12.13)
Tummons, J. 2005, Assessing Learning in the lifelong learning sector 2nd Edition. Exeter-Learning Matters Ltd
Module One Assignment.
In this assignment I will examine the traditional roles and responsibilities of the teacher as well as reflecting on my own practice and evaluating how the roles and responsibilities have changed from teaching to students to facilitating learning with them. I will also look at the different types of assessment that I use and the adaptions that I have made to ensure that it is inclusive and adapts to the needs of all of the learners.
The traditional role of the teacher was that of a gatekeeper of information where only the teacher had access to the material that the learners needed. This was vital when the classroom was the central point from where the information was broadcast …show more content…
and there was no internet or mobile phones that could access large amounts of information at the touch of a screen or even 24 hour news and programmes where instant material was available. Taack Lanier (1997) explains that teaching used to be ‘a combination of information-dispensing, custodial child care and sorting out academically inclined students from others’ Taack Lanier also went on to state that teachers were ‘told what, when and how to teach’ and this often led to treating all learners the same and were not accountable when many learners failed. They used the same lessons and learning material every year and were unable to digress from these traditional practices for fear of being discouraged by superiors or prohibited by education laws and regulations.
Every job has roles and responsibilities governed by policies and procedures and teaching is no exception.
These roles and responsibilities are vital to ensure that both governmental and organizational aims and objectives are met to an agreed standard. Roles can be defined as activities or actions required from a person or group and responsibilities are the obligations required to complete these activities to a successful conclusion. Teachers today are obliged to adapt and adopt new practices to involve all learners and that their most important task is to make themselves familiar with their learners as individuals in order to understand their wide range of needs, learning styles, social and cultural background, interests and abilities. The teaching profession is subject to a great deal of legislation and there are many targets that must be met in order for an establishment to be considered a success. It is the responsibility of the individual teacher to ensure that they follow the job role laid out by the learning establishment that they work for as well as fulfilling the expectations of the learners that they are working with. The LLUK document ‘Defining teacher roles and responsibilities in the further education sector in England’ (2008) lays out the different roles and responsibilities of a teacher in further education very clearly and was produced specifically to ensure clearer standards for trainee teachers to demonstrate in relation to the roles of teachers, trainers, …show more content…
and tutors across the whole sector.
Research undertaken by LLUK (2008) indicates that all teachers undertake the same activities in relation to the teaching cycle:
Initial assessment
Preparation and planning
Delivery
Assessment
Evaluation
Revision based on evaluation
The document also goes on to lay out the different roles of the teacher which include the responsibility to;
Apply and promote codes and principles of practice
Conduct initial assessment
Plan for learning and develop the curriculum
Apply theories of learning
Teach
Teach area of specialism
Select and/or develop materials
Assess learners and provide constructive feedback
Contribute to the quality cycle of the organisation
Evaluate own practice. (Defining teacher roles and responsibilities in the further education sector in England (2008).
My teaching placement is at Cornwall College on the Access to Higher Education Health and Social Care course. This qualification is aimed at individuals who have decided to change their careers but do not have the qualifications required to go to university. The timetable for the course fits around the learner’s home lives including a 9:30am start and a 14:30pm finish to allow the learners to pick up their children from school as well as continue to work to support themselves. The learners in my class range from 18 years old to 40 plus. This is a huge range of life experiences that need to be taken into account when planning for and assessing individuals. These experiences mean that the role of the teacher changes from that of a gatekeeper to information to a facilitator of learning. Geoff Petty uses active learning methodologies to suggest that individuals learn best by doing. Petty (2014) states that
‘‘Active methods require us to ‘make our own meaning’, that is, develop our own conceptualisations of what we are learning. During this process we physically make neural connections in our brain, the process we call learning.’’
Petty goes on to say ‘Passive methods such as listening do not require us to make these neural connections or conceptualisations.’ Active learning should involve giving learner’s feedback on any gaps in understanding with the opportunity to amend it, and this could be done with the help from their peers. I use this approach in many of my lessons. I use the vast knowledge and experience that many of the learners in my class have and couple this with mixed ability groups so that this knowledge and understanding can be shared and if any learners are struggling with a concept then others in their group can help close any gaps. Anilsahu (2013) explains that active learning in the classroom allows the teacher to change the whole classroom environment by using different activities such as reading, making mind maps and group presentations to ensure the learners are engaged all of the time. I have evidenced each of these learning opportunities in the lesson plans provided in my Individual Development Plan (IDP) and have found that all of these activities have proven to be successful at engaging all learners using their strengths. Not all learners enjoy the same activities and an active learning environment means that everybody can find something that they enjoy and can use as an effective learning tool. Anilsha (2013) concludes that in a modern learning environment the term ‘learning is now seen as more current to the term ‘teaching’ and that teachers need to make the learning more interesting and interactive to ensure that better learning takes place.
All of the learners in my class want to use this course as a stepping stone to get to university and become part of the health care profession. The training required by a nurse is both academic and practical and a great deal of the learning is not done in the classroom but using a hands on approach on the wards with feedback from mentors and colleagues as well as tutors and lecturers in the classroom. Classroom learning is often seen as academic with practical, on the job learning seen as training. Armitage et al (2012) use ideas that the role of the teacher and the role of the trainer are often the same individual but in different contexts. Armitage et al (2012) states that ‘
‘Both the teacher and the trainer aim at getting a student or trainee to think or act for themselves.’’
This is an approach used in my classroom every session. I do this by asking the learners what they already know about a topic and then using activities to reinforce and build on these ideas with input from both the teacher/facilitator and other learners to achieve the learning outcomes of the session.
As a facilitator of learning assessment is an inevitable part of the process. Tummons (2005, pp. 5) explains that ‘’with assessment we can
Find out if learning has taken place;
Diagnose learners needs;
Provide public acknowledgement and certification of learning;
Allow processes of selection to be carried out;
Provide a way to evaluate learning programmes;
Motivate and encourage learners.’’
However, before any learning and assessment can take place it is important that the learning environment is safe, structured and relevant. Maslow’s theory of self-actualisation is very significant here and many of the learners in my class have multiple responsibilities other than their learning experience and this can have a significant impact on the how they arrive at each learning opportunity. If a learner is having problems outside of college either at home or at work or their children are not well or experiencing problems then this directly correlates with how they behave in the learning environment. Maslow (1954) theorised that before any learning can take place then they must have their basic needs satisfied.
The above pyramid shows that the more levels at the bottom of the diagram that can be achieved then the more learning can take place leading to ‘self-actualisation.’ Due to the learners issues I identified in the previous paragraph I use flexibility in my teaching to ensure that I can help with both the biological and psychological needs as well as the safety, belongingness and love needs. I try to do this by promoting a safe base that is reliable and consistent with clear guidelines and achievable aims and outcomes. The learners are all very different, with different ability levels but they also all share a common goal and this coupled with a structured but relaxed approach where they are given the opportunity to take responsibility for their own ‘self-actualisation’ with advice and accessibility to a range of information and encouragement from me as the facilitator.
Once the learners are ready to begin their learning, even though ‘learning happens everywhere, not somewhere’ Callahan (2010) every task that the facilitator sets is an assessment opportunity that can be used to inform future learning.
The summative assessment for the course, set by the awarding body, is a series of written assignments, a presentation and a work placement log book which all require research and a lot of writing. With this in mind I try to use as many different activities as possible to cover all learning styles and promote inclusion as the formative assessment throughout each session. Formative assessment provides feedback and encouragement and allows the learners and the facilitator to review how things are going. Kolb (1984) created the ‘Experiential learning cycle’ and Tummons (2005, pp. 30) explains
that;
‘‘The formative assessment can be seen as an example of concrete experience. The process of feedback and evaluation can be seen as observation and reflection and forming abstract concepts (with the learner having to consider the feedback they have received and with the help of the teacher or trainer decide what to do next). The final stage is testing in new situations, where the learner tries out what they have learned.’’ Gravels and Simpson (2009) explain that most learners have a particular learning style which, simply explained means a way that will help them to learn based on what they see, listen to and experience. Flemming (2005) stated that people could be grouped into four styles of learning: visual (seeing), aural (listening and talking), read/write (reading and writing) and kinaesthetic (doing). Honey and Mumford (1992) based on Kolbs work, suggest a different approach where students are a mixture of the following; activist, pragmatist, theorist and reflector.
Learning style Attributes Activities
Activist Activists are those people who learn by doing. Activists need to get their hands dirty, to dive in with both feet first. Have an open-minded approach to learning, involving themselves fully and without bias in new experiences. brainstorming problem solving group discussion puzzles competitions role-play Theorist These learners like to understand the theory behind the actions. They need models, concepts and facts in order to engage in the learning process. Prefer to analyse and synthesise, drawing new information into a systematic and logical 'theory '. models statistics stories quotes background information applying theories
Pragmatist These people need to be able to see how to put the learning into practice in the real world. Abstract concepts and games are of limited use unless they can see a way to put the ideas into action in their lives. Experimenters, trying out new ideas, theories and techniques to see if they work. time to think about how to apply learning in reality case studies problem solving discussion Reflector These people learn by observing and thinking about what happened. They may avoid leaping in and prefer to watch from the sidelines. Prefer to stand back and view experiences from a number of different perspectives, collecting data and taking the time to work towards an appropriate conclusion. paired discussions self analysis questionnaires personality questionnaires time out observing activities feedback from others coaching interviews
My class is a large group and I often use a carousel approach to the activities that I set to ensure that every learner has the opportunity to do everything and to also ensure that each learner is able to use a learning style that suits them. Gravels and Simpson (2009) explain that differentiation is when a facilitator uses different approaches and resources to include all learners and meet their specific needs. They went on to state that it is very unusual to have a whole class that is at the same level including knowledge and experience and needs. Differentiation does not mean that you need to make individual lesson activities for every learner but to take into account the different needs.
‘’Differentiation can be defined as an approach to teaching and learning that both recognises the individuality of learners and also informs ways of planning for learning and teaching that takes these individualities into consideration.’’
(Tummons 2010; pp 93)
Question and answer plays a primary role in the assessment of learners as this is a quick way of finding out what they already know as well as confirming what has been learned and can and should be used at every opportunity. As I have explained before the learners in my class have a variety of knowledge and experiences and question and answer sessions are vital to determine what level of understanding has already been achieved and where to go next. Questioning also allows for adaptions to the session to be made to include all learners. Through questioning it can become obvious who has a solid understanding, who has nearly got it and who needs some extra assistance with the whole concept. Peer assessment and using the experiences of others in the group can help contextualise learning and Tummons states that;
‘’If learners can learn from teachers and trainers, books and websites, videos and field trips, they can learn from each other’s experience and knowledge as well.’’
Tummons (2005, pp. 31)
As I detailed in my presentation I have to make adaptions to my sessions to include a learner who is hard of hearing. Slide number 12 lays out some of the adjustments to the environment as well as my own practice but in terms of the contents of my sessions I have had to make some important variations to my plans to include this learner. The Disability Discrimination Act (2003) introduced a new section that states all providers of post-compulsory education were legally obliged not to discriminate against learners with disabilities. The DDA obliges awarding and examining bodies to adapt their methods and practices. Tummons (2005) explains that this means if you are planning a formative assessment then it is up to the tutor to ensure that all learners including those with disabilities can be included.
The topic for the last term has been communication, including the common barriers to communication that there are. The learner in question had not disclosed to the rest of the class that she had a hearing impairment meaning that she is 75% deaf or that she wears two hearing aides. The activities that I had planned to illustrate the different types of communication and the barriers that can arise could have meant that the learner felt uncomfortable taking part as she was still unsure of revealing her disability to the rest of the group. I discussed with the learner the activities that I had selected for these lessons (lesson plans 2 and 3 in my IDP), ensuring that I explained fully what was going to happen and what would be expected from her. The learner was excited about the lessons and said she was interested to see how the rest of the group reacted to the activities and how they used the simulation of being deaf, using ear plugs to empathise with someone who is really deaf. On reflection the session went very well and all of the learners participated and the learner with a hearing impairment used this as an opportunity to disclose to the rest of the group about her disability as well as highlighting to them some of the difficulties she encounters in the classroom including everybody talking at once and not looking at her when they speak. The learner thanked me at the end of the session and explained that she had enjoyed the activities and had felt very comfortable in revealing her disability.
In conclusion, I have learnt a lot in terms of my roles and responsibilities as a teacher and have surmised that due to the prior knowledge and experience of my placement class I am not teaching them as a blank canvas but facilitating their learning with them as the leaders and not like the traditional classroom where the teacher has all of the power. My past experience is working in the primary education field and many of the roles that I had to fulfil then are similar to those I am responsible for now, however young children are a clean slate and you begin by teaching them before moving on to facilitating. The knowledge that I am helping learners to use the gifts, knowledge and experience that they already have to inform their future learning and ultimately change the direction of their lives is very exciting and fulfilling.
Bibliography
Anilsahu. 18 April 2013. Innovative Education, Teacher as a facilitator in learning (Online.) Available at http://anilsahu77.blogspot.co.uk/2013/04/teacher-as-facilitator-in-learning.html (27.12.13)
Armitage, A., Evershed, J., Hayes, D., Hudson, A., Kent, J., Lawes, S., Poma, S., Renwick, M, 2012. Teaching and Training in Lifelong Learning 4th Edition. Maidenhead:Open University Press
Callahan, D, 2010. Learnstreaming- sharing is how we learn (Online) Available at http://learnstreaming.com/learning-happens-everywhere-not-somewhere/ (20.12.13)
Gravells, A., Simpson, S., 2009. Equality and Diversity in the Lifelong Sector 2nd Edition. London:Sage Publications Ltd
Honey, P. Mumford, A. 1982 Manual of Learning Styles London: P HoneyLifelong Learning UK 2008. Defining teacher roles and responsibilities in the further education sector in England. London LLUK
Petty, G, 2014. Active Learning, Improve your teaching and that of your team (online) Available at http://geoffpetty.com/for-teachers/active-learning/ (20.12.13)
Taack Lanier, J., 7 January 1997. Edutopia, What Works In Education. Redefining the role of the teacher: It’s a multifaceted profession (Online) Available at http://www.edutopia.org/redefining-role-teacher (27.12.13)
Tummons, J. 2005, Assessing Learning in the lifelong learning sector 2nd Edition. Exeter-Learning Matters Ltd