Planning, Delivery and Evaluation

Planning and Assessment of Micro Teach (Week 5/6)

This weeks session was really an extension of the Learning Outcomes since the whole point of Outcomes is to achieve a standard, though it is necessary to assess if that standard/goal has been reached with a view to improvement by use of Reflective Practice. The details of the micro teach can be seen HERE and the Reflective Practice HERE.

We had prepared our teaching session the week before. The purpose of this session is to use types and methods of assessment, to conduct and record assessment in accordance with internal and external processes and requirements and to evaluate assessment practice. We had looked closely at learning outcomes HERE in week 4. For our Micro teach we had a Proforma Lesson Plan and also a Peer Observation Sheet.

The whole practice was extremely valuable in that it familiarized us with:
Types of assessment: e.g. initial, diagnostic, formative, summative.
Assessment methods: e.g. question and answer, discussion, multiple choice questions, short answer questions, essays, projects, coursework, examinations, practical activities, role play, simulation, worksheets, observation of tasks and participation/interaction against external specifications and criteria and learning.
Purposes of different types of assessment: e.g. identifying existing level, identifying prior knowledge and skills, identifying individual learning goals and needs, measuring/recognising progress and achievement, comparing learners, motivating learners, informing evaluation of teaching and learning, planning teaching and learning. Full details of the Outcomes for this session are listed HERE.

As a peer group we were well prepared and that was evident by the quality of the teaching. Each of us were able to make initial assessments, followed by a more diagnostic approach as to how each student fulfilled the criteria of the Lesson Plan and Outcomes. A open discussion of each students presentation helped all to reflect on how improvement could be made. As a whole, these practice sessions gave us all first hand experience of Improvement through Feedback in a way that isn't always available in a Real learning environment. Probably, we all feel these first 5/6 weeks have provided a good foundation for the course proper. I certainly feel better prepared for the Planning, Delivery and Evaluation of my coursework teaching sessions.

Scheme of Work, Session Plans and Rationale:

The scheme of work and lesson plans are recorded in this Section. The Rationale for the Scheme of work is base on the following: RHS Curriculum

The learner group at Horticare come under a very special category of learners with profound learning difficulties and the facilities are very limited as far as including ICT. To some extent I'm able to improve on the facilities by preparing material off site and bringing it in. In particular I am able to use printing facilities at Kendal College to provide worksheet handouts in a form such as they would see by using a presentation. I am also preparing some flash cards in colour and then laminating them, also with the help of the college facilities. Having the worksheet handouts is useful and helps the students with simple copying tasks. To illustrate the level we are at here: It's really difficult for some of the students to even copy their name.  It's a simple approach but it doesn't intimidate these sensitive learners, who in the most part, really just need to build on their basic reading, writing and numeracy skills. This basic curriculum from the RHS offers some great entry level horticultural skills that can readily work with the development of reading, writing and numeracy. All students are encouraged to keep the copies of their worksheets for future reference.

Assessment and Feedback:
A review of assessment and feedback lectures is listed Here

In my teaching program I used the initial lesson to assess the learners and plan the next lesson. Each lesson has a Lesson Plan with feedback and reflection towards planning the next lesson and providing the most effective teaching. These lessons are recorded Here (TRL). In the TRL I use reflection to analyse the effectiveness of the teaching and learning used and at the same time see how that can meet individual learners needs. This also includes teaching observations and the use of feedback and reflection there too.

The teaching environment at Horticare is a special one and demands a very simple approach to the subject matter. The original RHS theory has been adjusted greatly to make the material for the scheme of work and subsequent lesson plans, at a level that considers the needs and abilities of the learner group. In addition to addressing the Horticultural aspect of the course, great effort has been made to integrate literacy, language and numeracy in to the lessons. Every effort is made to adjust the program through reflection, to provide the best possible development of individual students. This will include lesson differentiation, supporting the weaker ones and pushing the stronger ones. All students are encouraged to be involved in practical sessions and all lessons are designed to have a real purpose, where all can feel comfortable and an important part of the learning program.

Since the whole scheme of work and subsequent lesson plans at Horticare were not based on an actual curriculum, we need to remember that under normal circumstances we have to consider both internal and external assessment requirements. That internally a teaching establishment (school/college) will have in place internal assessment methods to ensure an effective delivery of any given curriculum. This might include following curriculum based assessment procedures, peer assessment and self assessment through reflection. We have discussed assessment during our course that covers a variety of methods used internally. Additionally, it will be a requirement to provide evidence of course work on an individual level for external assessment by the examining body. In both cases (internal and external) we need to keep records. The awarding organisations (AO's) or (HEI's) will provide guidance.

LLUK (2007)

LSIS (2013) Teaching and Training Qualifications for the Further Education and
Skills Sector in England, Guidance for Employers and Practitioners. www.lsis.org.uk/publication-content/teaching-and-training-qualifications-further-education-and-skills-sector-england (accessed July 2013).

Ofsted (2012) Handbook for the Inspection of Further Education and Skills –

Part 2, Section B: Quality of Teaching, Learning and Assessment, www.national-training.com/Handbook-Inspection-FE-and-Skills-Sept-2012.pdf

(accessed June 2013).

Assessment is a powerful way to increase achievement, be it the learner or those tasked with being tutors.

Assessment and Feedback Presentation 28/01/2014

I have a Teaching Presentation based on Assessment and Feedback. This presentation is homework from 21/01/2014 and will be presented on 28/01/2014, it lists the assessment and feedback methods used in covering one topic. In particular the presentation shows:

• Initial Assessment (Self assessment of confidence with the topic)
• In session questioning and feedback (Theory)
• In session questioning and feedback (Practical)
• End of session assessment of learning (Self assessment of confidence - Now?)
• Re-cap and targeted feedback where required.

Video can be seen here

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Evaluation of teaching and learning, feedback and reflection - Click > and Click

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Week 24 Collaboration, Boundaries and Points of Referral

Collaboration/Boundaries and Referral in Practice

Just to add some comments here.
I have come to appreciate that differentiation means inclusion. You can't have inclusion without differentiation. In connection with the lesson linked above (week 24), it's vital that we utilise all the resources available to ensure inclusion. This would mean identifying points of referral. We looked at some case studies that demonstrated the need for referral, we discussed and analysed these. Other professionals such as those mentioned in the case studies and in the week 24 summary, are a vital part of identifying areas for differentiation and so inclusion. I also read some interesting thoughts on the subject by Carl Rogers.

Reflective Journal (RJ)

Reflective Journal Week 3

Reflecting on how you did something > How you might do it differently next time > With a view to improvement.

Reflection on long past events may be equally beneficial. We established that it was something we all do or can do. In the lesson we considered (reflected) on teachers from our formative years that left a positive impression on us. Reflecting on any experience, it's outcome and how we might do things differently next time to improve the outcome, is a really interesting and important practice in the teaching environment.

Our work in the classroom on Legislation and our 5 min presentations, certainly gave me reason to reflect and consider how I might do it better next time. Added to this, an earlier discussion that raised my awareness of Health and Safety also caused me to reflect on an event from long in the past where someone nearly died as a result of my ignoring H&S practice. Reflecting on this, even though it happened long ago, has raised my awareness of H&S, particularly in my profession - Horticulture .

We looked at some examples/studies of the Reflective Process. See the following images:

Donald Schon (1987)

Borton (1970)

Gibbs (1988)

David Kolb: (ELC)

Reflective Practice gives you the opportunity to reflect on action so as to engage in a process of continuous learning. It is widely accepted and used as a developmental practice.

As you reflect, you become not only more effective but also more adaptable and better able to solve problems. Effective teachers are always changing what they do; this is because they are continually learning how better to teach. Learning never stops.

Geoff Petty (2004). Teaching Today. 3rd ed. Cheltenham: Stanley Thornes. 487-488. 

Reflecting on Mini Teach Week 5/6

Overall I was fairly happy with the way my teach went and the peer comments were quite positive too. I know I have some mannerism issues to work on, though only one person mentioned this, it is a concern to me. My feeling is that nerves get the better of me. Regretfully, when asking 'Nominated' questions, I failed to pick up on that one student really didn't know the answer. It was commented on later in the review of my teach. Mentioning no names, please accept my apologies! 

Having the peer feedback was particularly useful, it more than complimented the personal reflective practice. On reflection I feel I handed the test sheet out too early, this was evidenced by the fact that some started to complete it immediately, which was not the intention. It did though establish that the students had understood and learned the intended outcomes.

Reflecting on Week 1 Teaching Practice: 13/11/13

The first lesson went well. It was necessary to make some adjustment to allow for differentiation, which was not known of beforehand. The Lesson 1 did achieve it's objectives/outcomes, even though I had to scale down the learning to cater for the cognitive levels of the group. I did benefit from peer feedback in my Mentor (John). He was pleased with the outcome but agreed we need to bring the learning level down. All in the group were attentive and involved but were easily phased by technical talk, actually this was easy to read in their expressions/reactions. My next lesson will be simplified considerably to meet the needs of the group.

Reflecting on Week 2 Teaching Practice: 18/11/13

Week 2 at Horticare was much more relaxed. Already the students have formed a bond with me their teacher. I was concerned this week to manage better the differentiation in the group and the implemented methods to manage it did seem to work. In a curriculum based setting with students all on a similar cognitive level, such an extreme differentiation is unlikely to exist. Meaning, that whilst I'm not following a curriculum I do need to be concerned that I move the group as a whole forward as quickly as differentiation will allow. We didn't cover all week 2's lesson due to the adjustments for differentiation. I will manage the lesson for week 3 to hopefully get the balance nearer the mark. The group prefer a open discussion, less formal approach, and this worked well for all the learners.

I think by using some careful grouping, using a stronger student in each group, will help arrest the situation where I'm trying to engage with everyone at once, all the time. If I can continue to weave practical (hands on) tasks in to the lesson, this would be good, as the students all work on a much closer level like this. I want to bring small table top practical tasks in to the classroom to try and make the association between the theory and practical.

Reflecting on Week 3 Teaching Practice: 25/11/13

With some tasks taking longer in week 2 session, this week proved to be a catch up extension. One thing I did learn in this session was that the group is easily distracted once you leave the classroom. We made a brief trip outside to take soil samples and some effort was required to keep everyone on track. I used this session to briefly prepare the group for a visitor next week. Some positive comments were made by the students about the lesson with thanks too, which must be a fairly good sign.

Reflecting on Week 4 Teaching Practice: 02/12/13

Can be seen here: Teaching Observation.

Reflecting on Week 5 Teaching Practice: 09/12/13

I was 2 students down out of my 6 which required some adjustment to the planned grouping. That being said, the lesson went well and the group were complimentary about the session as we brought things to a close. I need to keep reminding myself 'Keep it Simple'. Even the smallest progress is progress indeed. More activities is better! I noticed one student with heavy eyelids in this session. I might have been rambling just a little, so I checked myself and switched tack.

Reflecting on Week 6 Teaching Practice: 16/12/13

I was really happy with the changes I had made to simplify the lesson and to make it more practical. The students responded well to it and it was evident by the participation. The real challenge here is to build a lesson that can be used with the whole group, be simple enough for the less able and yet have room to stretch the more able. This lesson really did seem to do that. I had a concern in preparing the lesson as it required the use of scissors. The group were so engrossed in the activity, I had no reason to be concerned. I did question them beforehand about using them and was able to establish confidence to proceed with the planned lesson. Now, if I can just integrate Maths and English in the lessons, it will surely be helpful.

Reflecting on Week 7 Teaching Practice: 06/01/14

First week back after the holiday and all the expected students were in attendance and eager with it. John, the Horticare supervisor also found this encouraging, apparently they can easily loose interest.

The session went according to plan. Just one small loose end to tie up next week. The silt didn't settle out of our soil and water mix as quickly as I had expected. The lesson had a good mix of hands on activity which these students really like and it helps them make the link to related subjects.

Now that the course has been running for some weeks, it is also useful to refer back to our previous subject/topics. And just offer a little reminder/re-cap. I'm enjoying the process and finding it a useful practice to go over these lessons in my mind and consolidate on my teaching practice.

Reflecting on Week 8 Teaching Practice: 13/01/14

This week was quite different. We were taking on the challenge of Maths. I had prepared what I thought was a very basic Maths lesson/activity, based upon my earlier lessons. On reflection I think I over estimated the abilities of individuals in the group. This left me making adjustments on the fly in the classroom. Maths it seems is quite scary. Nevertheless, we were able to accomplish the objectives, it just needed some improvising during the lesson. One thing this lesson really brought out was the differentiation between the individuals in the group. Made me think this is why we had this sort of assessment at Kendal College at induction.

Reflecting on Week 9 Teaching Practice: 20/01/14

If anything was Chalk and Cheese it was last week and this week. Maths last week and English this week. What a contrast. The lessons are recorded of course in my Teaching Log. Actually this weeks lesson was a great encouragement to me as a teacher, because everyone responded well to the lesson and plan. My students are a challenge, but really easy to manage. It kind of has me thinking, I hope (with the help of Tam) to get some practice in at the college, with a different student group, that might challenge me a little more on the classroom management side. Not that I relish that thought, but my current group totally respect my authority, so it's really easy. Next week though will be another challenge as Tam is assessing me again!

Reflecting on Week 10 Teaching Practice: 27/01/14

This was my second assessed teaching evaluation. The full review of that can be seen in the TRL section of my blog. On reflection I probably would have been better not even turning up for work today. I was really poorly and it didn't go unnoticed. It was a bit of making the best of a bad lot today. Although the students did have a good time and they eagerly return to tell John all about their lesson, so maybe not so bad. I just need to tweak some more on the differentiation. Tam gave some good pointers there.

Reflecting on Week 11 Teaching Practice: 03/02/14

This lesson was my first attempt at the adjusted differentiation based on the feedback from my 2nd teaching assessment. The difference can be seen in the TRL section of my 3PF at week 11 and dated as here. On reflection I can see the advantages of the changes made and need to work on these for each lesson. We have now covered a good quantity of material and where we refer back to previous lessons, the students do have good recall. This is encouraging.

Reflecting on Week 12 Teaching Practice: 10/02/14

Learning went well and it was apparent that the absence of the strongest student in the group was giving others in the group, either confidence or at least opportunity to answer. Some of the discussion lead to extensions of learning. John, the Head of Horticare, is keen to have the groups skills and knowledge extended and improved. Inserting everyday bits of knowledge in to the lesson is often entertaining and actually a great method of learning, but you absolutely have to have it under control. It worked well in today's lesson though, on a couple of occasions.

Reflecting on Week 13 Teaching Practice: 17/02/14

A full complement of students and a slightly different lesson this week, which required more reasoning from the students. The lesson did intentionally draw on previous learning and required the students to consider how certain horticultural practice could affect them or others and that the choices we make can be for good or bad. This teaching did differ from previous lessons and it did work, in that it helped students to reason on a wider perspective than self.

Reflecting on Week 14 Teaching Practice: 24/02/14

Once again all my students were present and happy to be there too. The balance of differentiation is about right now, although one student is way ahead of the main group, which in normal circumstances would have him in a different group, so it's a challenge to task him without it becoming a distraction to the main lesson and group. There was some sadness among the group when they realised next week was my last session with them. It's a special teaching environment at Horticare.

Reflecting on Week 15 Teaching Practice: 03/03/14

It was quite an emotional last lesson. The small group I teach at Horticare are Special Needs, but they are really quite special in a more important way. As people they have such great qualities such as: Respect, Kindness and Love, such as is not common in students generally. They were always happy to be learning something new and teaching them had it's challenges, particularly in getting differentiation correct. In all, this has been a valuable experience in my Teacher Training.

I guess too, it shouldn't go unmentioned that the permanent staff at Horticare were most accommodating, particularly John Taylor, to whom I express heartfelt thanks.

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Reflecting On Teaching Practice - Linux Basics - Kendal College

Week 1

• Group 1

I had thought I wasn't sure what to expect. But post reflection suggests I was blackmailing my mind in to as state where it wouldn't worry. In reality, I did know what to expect and that understanding wasn't left wanting. Actually though, I think the group were so intrigued that it kept them attentive. My mind goes back to the days I went to school....so very different. Not only was it 40 years ago, but it was a Prep School and then a Grammar School. From that perspective, students today seem unbelievably disrespectful, rude and uneducated. Having said that, this group were kind to me, they listened, expressed themselves, asked questions. Give them an inch... and yes, you know what will happen. That's a feeling that is very much impressed upon me.

• Group 2

Quite a different group of learners to Group 1. They were clearly more knowledgeable both in their subject area and is their understanding of Linux. However, they were also somewhat nonchalant. There was a definite peer grouping that needs to be managed. Subsequent lessons are all group based, pretty much for the entirety of each lesson (groups of 2 and maybe some 3). Well, we have 5 Linux Sandbox Machines and approx 11/12 students. Something I noticed in both groups, which on reflection could prove to be a distraction is: Once we started working with the Linux Boxes, their main interest was just get on to the Internet. This will need some ground rules establishing at the next lesson.

  

Week 2

• Group 1

The main aspect of reflection for this weeks session is 'Mobile Phones', which made an appearance on several occasions. Whilst the learning outcomes were achieved, the assessment of learning established that, the number of times I had to address the phone issue was unacceptable. In this instance I have brought the matter to the attention of their course tutor before establishing a definitive course of action in next weeks lesson.

• Group 2 

I can basically restate the comments above from group 1. This group also has mobile phone issues. Learning outcomes were met here too though. There are in this group one or two very sceptical students, sceptical about the significance of Linux to their study subject (IT). These students have little to Nil workplace experience and think only in terms of Home Computing. This presents a challenge to have next weeks lesson more engaging.

Week 3

• Group 1

Comparatively, to last week, this lesson was much better. I feel the main uphill with this entire mini course is that the students know it's not part of the course they signed up to and as a consequence, they really don't put much effort in to it. I suppose I should see this as a challenge, to engage a group of uninterested students.... Probably needs some innovative thinking and a touch of something 'OMG that's Amazing!' - Well, I have some ideas.

• Group 2

I was really feeling much better after the lesson this week. The group had warmed a little and we were able to exchange some 'conversation' of a general nature 'life and all that', between waiting for PC's to do their bit and at the end of the session. As per group one, I need to make the next lesson stimulating. But let me caution myself about drifting away from the topic and outcomes!

Week4

• Group 1

This lesson was more interactive for the two groups and their attention was much better. Makes me feel a little pleased with some of the tweaks done to improve matters. Feedback from the group was positive in that they did feel they had learned some useful skills. It's a constant battle to keep these youngsters focused though.

• Group 2

At this the last lesson, compared to week one, this group were now the more focused and less disruptive. They had certainly come to see that this was interesting and not some 'tin pot', 'half baked' excuse for a OS. They enjoyed using the machines and testing different ideas, but then, any excuse to actually get on a computer attached to the internet is a 'no brainer'. I was encouraged by the small group who lingered after the end of the lesson to talk about Linux and what I did (work) etc..

Reflecting on Mini Teach: 29/04/2014

This is a reflection on this mini teach from 29/04/2014
Overall I was quite happy with the session I presented and I was interested to read all the peer feedback. Someone else always sees things differently and can offer comments that lead to improvement. On a personal level, I always feel I start with the best intentions but then forget to implement some of my ideas. Even though it's all down in writing, somehow I let it slip. I know too, I'm usually so nervous that my presentation suffers from a lack of enthusiasm. Nevertheless, I did get some good feedback during the lesson and all made the connections with the learning outcomes. Using the video record of the teaching session is useful and I can see a need to liven it up a little. The main problem I see too is that the session itself required so much in such a short space of time, leaving you cramming in material and as a consequence, being somewhat tied to the control for the slideshow presentation. Having said that, one of the peer group 'Dan' was very slick with all his IT skills and had the resources to enable remote control of his slideshow. I have to say, without prejudice, I did find it difficult to keep up with Dan's presentation, again in part down to so much material being presented in too short a time. At times Dan was 2 slides ahead of me and I wasn't really taking it in. We can reflect on others experience as well as our own. I was really impressed with Dan, I can see he is an excellent teacher, probably one of the best in our peer group.

Going back to my own presentation, I can see a degree of nerves playing a part. It's clear that as the session progresses, the presentation becomes more relaxed and flows better. I know from my IT teaching too, that was the case. It just takes me a little time to settle down. Reflecting on this brings to mind a commonly held belief, that women can multi task much better than men, seeing that it's actually quite an accepted understanding, there is likely some truth in it. Teaching really requires the ability to multi task and the women in our peer group seem to do it really well. Does that mean women are likely to make better teachers? I don't know, and it would be politically incorrect to make such comparisons.