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.