Unit 402 Delivering Lifelong Learning
UNIT 402. Delivering Lifelong Learning.
LEVEL 4 THEORY ASSESSMENT.
A. NEGOTIATING WITH LEARNERS
Initial Assessment; involves the learner, the teacher and the curriculum. The initial assessment is where the teacher gets to know learners deeper than just their name and age.
Factors to consider within the initial assessment:
• Personal circumstances
• Numeracy, language and literacy skills
• Previous learning and achievements
• Vocational skills
• Learning styles
• Personal and social skills
• Learning difficulties
• Hobbies and interests
• Health concerns
• Aspirations
• Learning experience
Findings from the above mentioned factors are broken down into: attitudes, ability and needs.
Once explored, the teacher is …show more content…
able to ensure that the course program is tailored to suit individual requirements and therefore learners are to get the maximum from the curriculum.
Attitudes: If a teacher is able to determine that the learner has a long-standing and keen interest in the subject, especially vocational interests: this will ensure a strong motivation to complete the course.
Ability: By assessing learner ability, that is, a learner’s language, numeracy and literacy skills – this would determine if they should be enrolled on your course or to take an alternative learning path. The teacher determines that the learner can manage, and to maximise student learning and not to demotivate with the workload.
Needs: Discovering learner history, especially with previous education, can determine what enthuses the learner and then in turn ensure effective ways to teach. It’s important to identify strengths and weaknesses so that effective actions can be taken to support.
Ways that I would implement initial assessments, would include:
Information gathering; looking at CVs, school reports, subject areas learned previously, interview candidates and ask open questions, look at portfolios – this would determine levels, equipment proficiency levels, references from teachers and/or employers, how much personal time is dedicated to photography, does the candidate have English and mathematics at a level C – diagnostic testing to be carried out, carry out a questionnaire to determine knowledge base. Application form including a piece of research to support application, for example, name two photographers whom the candidate aspires too, and reasons why 4-600 words with supporting imagery.
Interview questions to include:
a. Why did you choose a photography course?
b. What is your previous experience of photography?
c. What are your hobbies and interests?
d. Do you require any additional support?
e.
What are your expectations?
f. What photography aspires you personally and why?
Portfolio content review – Ask the candidate about their work and thought processes.
By finding out how learners can achieve their goals, coupled with teacher guidance; timescales can be established together. With one to one mentoring throughout the course program to ensure the learner is learning to their full potential.
With all the information collated, it is important to evaluate all findings. This is to ensure that the prepared sessions are best matched to the learner requirements. Sessions should be interactive.
Goals should be set, with targets along the way to reach the agreed goals. This ensures a sense of achievement all along the way, giving direction to where the learners want to be. Moving forward with the learning, broken down into:
Long-term ambition, career plans, and the future
Mid term programmes of study
Short-term achievements in each session
B. INCLUSIVE LEARNING
Inclusive learning is where opportunities are provided for everyone without prejudice; to ensure everyone is included with a teaching style that is versatile and adaptable according to the learner needs.
When inclusion is successful, the following is
achieved:
• Motivated and inspired learners
• Progression and sustained positive attitudes
• Encourage reflection
• Short bursts of learning, with constant evaluation and challenging goals
• Building strong rapport between learners and teacher
• Promote ways for learners to work towards goals, for example, employment / further education
• Utilise and maintain individual learning plans to prepare and record progress
• Accommodating learners and to provide varied teaching styles, delivery and locations ensuring to hold the learner interests
Inclusion means constantly keeping the learners best interest at the forefront of every lesson; keeping teaching styles varied, compelling and inspiring, using various methods and resources. Must be conscientiously meeting the learner needs.
Schemes of Work should be used as a comprehensive guide, and to be adapted as the teacher sees fit according to the needs of the learners.
Strategies and how I incorporate within my teaching:
Lecture Classroom layout seating plan.
Lecture titled ‘Basic Principles of Photography’, utilising an interactive white board: to display slides of photographs, information guides and handouts for students to follow the learning. ‘Fill in the blanks’ handout. ‘Bingo’ hand out – this is one a4 sheet with 20 words all-relating to photography, learners to circle 5 of the 20 and then to cross off words as they are heard within the lecture. Thus ‘Bingo’.
Demonstration Horseshoe or the seminar seating plan.
Here various pieces of photographic equipment and sundries would be distributed; demonstrations of how the kit works, camera handling and getting a feel for papers and mediums.
Question and Answer Session
To be introduced in all lessons. All seating plans would work.
Large group discussion Boardroom seating plan.
‘Evaluating a set of photographs’ – Learners to bring in six photographs each that they have taken. All images would be placed randomly all over the boardroom desk; photographs to be passed around and openly discussed. Learners to give educated opinions and justifications on strong and weak areas on the shown photography. Every comment to be kept constructive.
Small group work Cabaret style or the workshop seating plan.
‘Read a photograph’. Students working in groups of 4 and to be given 2 famous photographs per group. In their groups, they are to compare the two images and to state what they feel the message is. Then to feed back to the rest of the class.
Paired work and role-play Horseshoe and workshop seating plans. Field work too.
‘Portraiture’. Students to role-play to take turns to photograph each other in pairs. Initial lecture looking at portraiture photography, open discussion to discuss various styles and photographers within this genre.
Students to photograph each other determining a specific style and influences.
Followed by feeding back to the class and to discuss the justifications.
Tutorial / one 2 one
To be carried out on a regular basis, endeavoring to meet with every student on a monthly basis. This would allow teachers to keep a proverbial eye on their learners and aid with any difficulties, further inspiration or motivation.
Laboratory work Workshop seating plan.
Following a lecture and a demonstration, learners now get to get into a workshop or laboratory. This would be to either:
a. Computer workshop. Students to hone their image manipulation skills.
b. Darkrooms. Learners to process their black-and-white film.
c. Exhibition preparation and photograph mounting.
Resource based learning Workshop seating plan and visit to the library.
Research is important within photography. Learners will be required to find out about various genres, styles, photographers who have influenced, formatting and of course the history too.
I would begin the lesson with question and answers, with the use of an overhead projector and get the learners providing feedback and what is their knowledge base. This initial part of the lesson would provide the brief, for example, Architectural Photography.
Next learners to research the topic further, and explore. This is something that I would implement continually throughout the course programme; learners to research all sorts of photography related areas.
Games and Quizzes + Brainstorming
To be incorporated in every lesson.
With brainstorming: the extraordinary thing about photography is that aside from the principles, there are no right or wrong answers – a lot is based on educated judgments and interpretations. Using brainstorming, teachers can really find out learner thought processes.
It’s important that learners are reached with various methods, including visual, auditory, reading and kinesthetic styles.
C. FUNCTIONAL SKILLS
Functional skills are made up of language, literacy, mathematics and ICT. These are essential skills that set up learners to progress and then in turn prepare learners for employment; aiding learners to deal with everyday situations and practical problems whilst in education, employment and their day-to-day life situations.
Functional skills are designed to be integrated within the whole learning process. These are essential for:
• Maximising education and training
• Personal development
• Independence; allowing and instilling confidence for learners to deal with a variety of situations
• Honing employability skills
• Allowing for a sound basis to learn
LITERACY. Ways that I am embedding literacy in my teaching.
1. To compare 2 well known photographers. Assess their genres, what message are they putting across in their images. Have they been associated to any creative art movement? Write up findings in approximately 400 words with supported imagery.
2. Learners to look at 3 images, which they have taken. Review and self evaluate. Write up 100 words per image.
3. Pick 2 subject areas in photography, examples, documentary, reportage, architecture, abstract, fine art, portraiture, press, fashion, advertising, fashion, editorial and so on. Research to look at styles and photographers. What do you like, or dislike? Write up findings, approximately 500 words per area.
4. Label a camera, and explain all the functions.
NUMERACY. Ways that I am embedding numeracy in my teaching.
1. Aperture functions. A camera function that plays a large part in creative photography; adjusting the ‘depth of field’ or the focus. The aperture is made up in a series of numbers called f-stops. By going through this with learners through the use of an overhead projector, handouts and equipment, open discussion and use of images to show varying examples.
2. Shutter speed. Works alongside the aperture, and is made up in seconds and fractions of seconds. The shutter speed determines the duration of light allowed to pass for exposure. As with no1 above, open for group discussion with the use of overheads and hand outs with supported imagery.
3. Law of Thirds. This is a basic principle in the composition in photography, where the image is imagined with 9 equal parts. The image content is broken down into thirds – therefore the composition is well balanced. This is a great example for numeracy.
ICT. Ways that I am embedding Information Technology in my teaching.
1. Various assignments would require learner to carry out personal research. I would get the class to pick various topics, ensuring that each learner picks an area independent to the other learners. The following week findings would be feedback to the class therefore increasing knowledge base several times over. Internet research with supported evidence would be required as the hand in.
2. Image manipulation. Various image editing software would be utilized here.
3. Understanding files. From early on in the course programme it would be vital that learners understand the various ways to save images, for example, JPEG, TIFF, RAW. Learners to have a full grasp on these. Something that they would be putting into practice on a weekly basis.
4. Learning about various equipment: scanners, printers, digital capture and transfer.
D. COMMUNICATION AND MINIMUM CORE.
This is where the teacher has the expertise, understanding and personal skills in order to determine and attend to the needs of the learner.
These are the same areas as functional skills: literacy, language, numeracy and ICT. Teachers must demonstrate these; can be carried out via diagnostic testing.
Here are a few examples of possible barriers and how to overcome them:
Jargon and specialist terminology; any specialist jargon (and there is a lot in photography) can be written on a flip chart, teachers can start a ‘new words’ poster. This is also a great way to build a really hands on glossary; words that learners have maybe not come across before.
Level of language; teachers need to take into account the varying levels and ages of their learners. Depending upon age and experience, vocabulary may vary. This is to be kept in mind when putting together handouts and using reference material.
Language and accent; accents can vary from countries and to regional areas; these can have an impact on the spoken language. Teachers to ensure to speak clearly and slowly.
Ways to use colour to help teaching:
• Colour overlays can be placed on top of handouts on an overhead projector.
• The use of various coloured pens on white boards and overhead transparencies – use to highlight various points etc.
• Handouts can be colour coded, with paper or text. Again to highlight areas.
CONCLUSION
The main aims for this report was to ensure that we as teachers make certain that learners get the most from taught lessons. Priority being the student learning.
To wrap up, this is achieved by:
a. Finding out as much as possible about our learners prior to enrolment or at the beginning of the course
b. All learners are given a fair education
c. How to set up learners with key skills to ensure maximum learning and to prepare them with ongoing skills for the future
d. How the teacher is to be aware and to ensure they have the expertise.
BIBLIOGRAPHY
Wilson, L. (2009) Practical Teaching, A Guide to PTLLS & DTLLS.
Endorsed by City & Guilds.
Scales, P. (2013) Teaching in the Lifelong Learning Sector. Second Edition.
McGraw Hill.
Petty, G. (2009) Teaching Today, A Practical Guide. Forth Edition.
Nelson Thornes.
Gravells, A. (2008) Preparing to Teach in the Lifelong Learning Sector. Third Edition.
Learning Matters.
LEVEL 4 THEORY ASSESSMENT.
A. NEGOTIATING WITH LEARNERS
Initial Assessment; involves the learner, the teacher and the curriculum. The initial assessment is where the teacher gets to know learners deeper than just their name and age.
Factors to consider within the initial assessment:
• Personal circumstances
• Numeracy, language and literacy skills
• Previous learning and achievements
• Vocational skills
• Learning styles
• Personal and social skills
• Learning difficulties
• Hobbies and interests
• Health concerns
• Aspirations
• Learning experience
Findings from the above mentioned factors are broken down into: attitudes, ability and needs.
Once explored, the teacher is …show more content…
able to ensure that the course program is tailored to suit individual requirements and therefore learners are to get the maximum from the curriculum.
Attitudes: If a teacher is able to determine that the learner has a long-standing and keen interest in the subject, especially vocational interests: this will ensure a strong motivation to complete the course.
Ability: By assessing learner ability, that is, a learner’s language, numeracy and literacy skills – this would determine if they should be enrolled on your course or to take an alternative learning path. The teacher determines that the learner can manage, and to maximise student learning and not to demotivate with the workload.
Needs: Discovering learner history, especially with previous education, can determine what enthuses the learner and then in turn ensure effective ways to teach. It’s important to identify strengths and weaknesses so that effective actions can be taken to support.
Ways that I would implement initial assessments, would include:
Information gathering; looking at CVs, school reports, subject areas learned previously, interview candidates and ask open questions, look at portfolios – this would determine levels, equipment proficiency levels, references from teachers and/or employers, how much personal time is dedicated to photography, does the candidate have English and mathematics at a level C – diagnostic testing to be carried out, carry out a questionnaire to determine knowledge base. Application form including a piece of research to support application, for example, name two photographers whom the candidate aspires too, and reasons why 4-600 words with supporting imagery.
Interview questions to include:
a. Why did you choose a photography course?
b. What is your previous experience of photography?
c. What are your hobbies and interests?
d. Do you require any additional support?
e.
What are your expectations?
f. What photography aspires you personally and why?
Portfolio content review – Ask the candidate about their work and thought processes.
By finding out how learners can achieve their goals, coupled with teacher guidance; timescales can be established together. With one to one mentoring throughout the course program to ensure the learner is learning to their full potential.
With all the information collated, it is important to evaluate all findings. This is to ensure that the prepared sessions are best matched to the learner requirements. Sessions should be interactive.
Goals should be set, with targets along the way to reach the agreed goals. This ensures a sense of achievement all along the way, giving direction to where the learners want to be. Moving forward with the learning, broken down into:
Long-term ambition, career plans, and the future
Mid term programmes of study
Short-term achievements in each session
B. INCLUSIVE LEARNING
Inclusive learning is where opportunities are provided for everyone without prejudice; to ensure everyone is included with a teaching style that is versatile and adaptable according to the learner needs.
When inclusion is successful, the following is
achieved:
• Motivated and inspired learners
• Progression and sustained positive attitudes
• Encourage reflection
• Short bursts of learning, with constant evaluation and challenging goals
• Building strong rapport between learners and teacher
• Promote ways for learners to work towards goals, for example, employment / further education
• Utilise and maintain individual learning plans to prepare and record progress
• Accommodating learners and to provide varied teaching styles, delivery and locations ensuring to hold the learner interests
Inclusion means constantly keeping the learners best interest at the forefront of every lesson; keeping teaching styles varied, compelling and inspiring, using various methods and resources. Must be conscientiously meeting the learner needs.
Schemes of Work should be used as a comprehensive guide, and to be adapted as the teacher sees fit according to the needs of the learners.
Strategies and how I incorporate within my teaching:
Lecture Classroom layout seating plan.
Lecture titled ‘Basic Principles of Photography’, utilising an interactive white board: to display slides of photographs, information guides and handouts for students to follow the learning. ‘Fill in the blanks’ handout. ‘Bingo’ hand out – this is one a4 sheet with 20 words all-relating to photography, learners to circle 5 of the 20 and then to cross off words as they are heard within the lecture. Thus ‘Bingo’.
Demonstration Horseshoe or the seminar seating plan.
Here various pieces of photographic equipment and sundries would be distributed; demonstrations of how the kit works, camera handling and getting a feel for papers and mediums.
Question and Answer Session
To be introduced in all lessons. All seating plans would work.
Large group discussion Boardroom seating plan.
‘Evaluating a set of photographs’ – Learners to bring in six photographs each that they have taken. All images would be placed randomly all over the boardroom desk; photographs to be passed around and openly discussed. Learners to give educated opinions and justifications on strong and weak areas on the shown photography. Every comment to be kept constructive.
Small group work Cabaret style or the workshop seating plan.
‘Read a photograph’. Students working in groups of 4 and to be given 2 famous photographs per group. In their groups, they are to compare the two images and to state what they feel the message is. Then to feed back to the rest of the class.
Paired work and role-play Horseshoe and workshop seating plans. Field work too.
‘Portraiture’. Students to role-play to take turns to photograph each other in pairs. Initial lecture looking at portraiture photography, open discussion to discuss various styles and photographers within this genre.
Students to photograph each other determining a specific style and influences.
Followed by feeding back to the class and to discuss the justifications.
Tutorial / one 2 one
To be carried out on a regular basis, endeavoring to meet with every student on a monthly basis. This would allow teachers to keep a proverbial eye on their learners and aid with any difficulties, further inspiration or motivation.
Laboratory work Workshop seating plan.
Following a lecture and a demonstration, learners now get to get into a workshop or laboratory. This would be to either:
a. Computer workshop. Students to hone their image manipulation skills.
b. Darkrooms. Learners to process their black-and-white film.
c. Exhibition preparation and photograph mounting.
Resource based learning Workshop seating plan and visit to the library.
Research is important within photography. Learners will be required to find out about various genres, styles, photographers who have influenced, formatting and of course the history too.
I would begin the lesson with question and answers, with the use of an overhead projector and get the learners providing feedback and what is their knowledge base. This initial part of the lesson would provide the brief, for example, Architectural Photography.
Next learners to research the topic further, and explore. This is something that I would implement continually throughout the course programme; learners to research all sorts of photography related areas.
Games and Quizzes + Brainstorming
To be incorporated in every lesson.
With brainstorming: the extraordinary thing about photography is that aside from the principles, there are no right or wrong answers – a lot is based on educated judgments and interpretations. Using brainstorming, teachers can really find out learner thought processes.
It’s important that learners are reached with various methods, including visual, auditory, reading and kinesthetic styles.
C. FUNCTIONAL SKILLS
Functional skills are made up of language, literacy, mathematics and ICT. These are essential skills that set up learners to progress and then in turn prepare learners for employment; aiding learners to deal with everyday situations and practical problems whilst in education, employment and their day-to-day life situations.
Functional skills are designed to be integrated within the whole learning process. These are essential for:
• Maximising education and training
• Personal development
• Independence; allowing and instilling confidence for learners to deal with a variety of situations
• Honing employability skills
• Allowing for a sound basis to learn
LITERACY. Ways that I am embedding literacy in my teaching.
1. To compare 2 well known photographers. Assess their genres, what message are they putting across in their images. Have they been associated to any creative art movement? Write up findings in approximately 400 words with supported imagery.
2. Learners to look at 3 images, which they have taken. Review and self evaluate. Write up 100 words per image.
3. Pick 2 subject areas in photography, examples, documentary, reportage, architecture, abstract, fine art, portraiture, press, fashion, advertising, fashion, editorial and so on. Research to look at styles and photographers. What do you like, or dislike? Write up findings, approximately 500 words per area.
4. Label a camera, and explain all the functions.
NUMERACY. Ways that I am embedding numeracy in my teaching.
1. Aperture functions. A camera function that plays a large part in creative photography; adjusting the ‘depth of field’ or the focus. The aperture is made up in a series of numbers called f-stops. By going through this with learners through the use of an overhead projector, handouts and equipment, open discussion and use of images to show varying examples.
2. Shutter speed. Works alongside the aperture, and is made up in seconds and fractions of seconds. The shutter speed determines the duration of light allowed to pass for exposure. As with no1 above, open for group discussion with the use of overheads and hand outs with supported imagery.
3. Law of Thirds. This is a basic principle in the composition in photography, where the image is imagined with 9 equal parts. The image content is broken down into thirds – therefore the composition is well balanced. This is a great example for numeracy.
ICT. Ways that I am embedding Information Technology in my teaching.
1. Various assignments would require learner to carry out personal research. I would get the class to pick various topics, ensuring that each learner picks an area independent to the other learners. The following week findings would be feedback to the class therefore increasing knowledge base several times over. Internet research with supported evidence would be required as the hand in.
2. Image manipulation. Various image editing software would be utilized here.
3. Understanding files. From early on in the course programme it would be vital that learners understand the various ways to save images, for example, JPEG, TIFF, RAW. Learners to have a full grasp on these. Something that they would be putting into practice on a weekly basis.
4. Learning about various equipment: scanners, printers, digital capture and transfer.
D. COMMUNICATION AND MINIMUM CORE.
This is where the teacher has the expertise, understanding and personal skills in order to determine and attend to the needs of the learner.
These are the same areas as functional skills: literacy, language, numeracy and ICT. Teachers must demonstrate these; can be carried out via diagnostic testing.
Here are a few examples of possible barriers and how to overcome them:
Jargon and specialist terminology; any specialist jargon (and there is a lot in photography) can be written on a flip chart, teachers can start a ‘new words’ poster. This is also a great way to build a really hands on glossary; words that learners have maybe not come across before.
Level of language; teachers need to take into account the varying levels and ages of their learners. Depending upon age and experience, vocabulary may vary. This is to be kept in mind when putting together handouts and using reference material.
Language and accent; accents can vary from countries and to regional areas; these can have an impact on the spoken language. Teachers to ensure to speak clearly and slowly.
Ways to use colour to help teaching:
• Colour overlays can be placed on top of handouts on an overhead projector.
• The use of various coloured pens on white boards and overhead transparencies – use to highlight various points etc.
• Handouts can be colour coded, with paper or text. Again to highlight areas.
CONCLUSION
The main aims for this report was to ensure that we as teachers make certain that learners get the most from taught lessons. Priority being the student learning.
To wrap up, this is achieved by:
a. Finding out as much as possible about our learners prior to enrolment or at the beginning of the course
b. All learners are given a fair education
c. How to set up learners with key skills to ensure maximum learning and to prepare them with ongoing skills for the future
d. How the teacher is to be aware and to ensure they have the expertise.
BIBLIOGRAPHY
Wilson, L. (2009) Practical Teaching, A Guide to PTLLS & DTLLS.
Endorsed by City & Guilds.
Scales, P. (2013) Teaching in the Lifelong Learning Sector. Second Edition.
McGraw Hill.
Petty, G. (2009) Teaching Today, A Practical Guide. Forth Edition.
Nelson Thornes.
Gravells, A. (2008) Preparing to Teach in the Lifelong Learning Sector. Third Edition.
Learning Matters.