When we as teachers attempt to create safe, inclusive classrooms, we should consider multiple factors, including the syllabus, course content, class preparation, classroom behaviour, and our knowledge of students' backgrounds and skills. Inclusive learning is the right for any student to learn.
In introducing the notion of learning environment, Knowles 1970 (citied by Imel n.d.) suggested “that activities conducted prior to and during the first session could greatly affect it”, including promotional materials and marketing. It is vital at the onset of any course to ensure that learners and their chosen course are compatible with one another. Some disabilities can be potential barriers to learners using ICT. The most common are partially sighted learners, learners with poor hearing and learners with manual dexterity problems like arthritis or RSI. The effects of many disabilities can be minimised with the use of Microsoft Windows Accessibility options and or specialist equipment like large keyboards and tracker ball mice. Learners with poor hearing can be helped by seating them appropriately so they are close when I deliver information and are also positioned so that I can easily move into their eye-line. With poor literacy and numeracy skills there would be support offered by the College Learner Support department. I have found with some students that taking time to explain and demonstrate slowly and thoroughly on a one to one basis whilst working my way around the classroom encouraging and stretching the faster learners that learning takes place for all. Initial assessment will highlight any particular needs that a learner may have.
Resources
IT to most students can be seen as challenging and refreshing. Most students in my class do like the course; but they do feel daunted by certain words and topics; some have even challenged me as to why they are learning certain topics. Therefore I try to make the lessons interesting, I try to use a range of resources including the students themselves; I get them to ask questions, to think about issues, to draw on their own experiences, to help others that may find certain topics difficult.
I mainly use the interactive whiteboard and slides as I feel this is the most effective way to teach students so that they learn; I will provide them with the same slides I am using, we will go through worked examples together and they will fill in the gaps. They can then keep these handouts as a set of notes to use later in the lesson. Where practical based work can be done I try to involve the students as much as possible by letting them work in groups and carry out practicals themselves; I feel this helps them to understand the uses IT has in their lives and makes them feel more competent in the subject area.
By creating an ILP it allows for a mutual agreement to be made between the student and the tutor. This method of assessment helps the student to negotiate with the tutor in a fair and achievable way, by setting goals and targets which can be regularly reviewed during tutorial sessions. During which any problems can be addressed so that the student feels supported and learning is progressive(Petty, 2004).
Teaching and Learning strategies
Inclusion can be achieved through implementing a student centered approach to teaching. This will increase participation for all students in all activities regardless of social background, race, culture, gender, differences in ability and disabilities. By adopting a student centered approach will create a valued learning environment leading to greater achievement in all students. Blooms taxonomy of learning highlights the importance of using the affective domain in teaching strategies.
I have found with my students that they all have very different learning styles. Incorporating VARK visual aural read write kinaesthetic into my teaching ensures that every learner has an equal chance.
My course delivery is specifically designed to work with the intuitive, big-picture approach of the right-brain. I aim to make my course an enjoyable and engaging experience, even when the content might feel challenging or difficult. It is essential to engage the group to find their motivation for learning. I ensure that my courses are participative, enjoyable but most of all that they are meaningful to the learner and relevant to their work or home environment. I am experienced in working with group processes and can ensure that each session is a unique and individual experience, even if the course content is tightly prescribed.
References:
Imel, S., (n.d.) Inclusive Adult Learning Environments [online] http://www.ericdigests.org/1996-2/adult.html [Accessed: 14 July 2010]
Petty, G., (2004) A Practical Guide Teaching Today 3rd Ed. Cheltenham: Nelson Thornes Ltd
Saturday, 5 June 2010
Aims and Issues
With the government’s stated aims of providing a better educated and skilled workforce who are able to make good use of the new technologies and an increasing need for more and better qualified IT professionals, ICT is a subject that will be in demand for a long time. Not only is it an academic subject in its own right but it is a ‘service’ subject which can help to improve the teaching and learning in all other curriculum areas. Therefore in order to take advantage of these opportunities, there is a growing need to educate and prepare the next generation with the skills needed to ensure that this country maintains it competitive edge. It is vital that we provide the appropriate education and training particularly on areas that are already in short supply. Evidence produced by the National Skills Task Force shows that one of the sectors likely to experience the greatest demand for these skills is IT. With this in mind the computing department at Bradford College continues to provide a wide variety of IT courses aimed at meeting these needs.
Over the last couple of years much work has been undertaken to explore the education and employment needs of the local community consequently the new QCF framework was introduced in March 2009 in order to provide a specialist work-related qualification. The overall aim of the qualification is to prepare students for employment.
In the broader context other Government legislation that is a major influence on education within FE, is the 1992 decision that was made by the Further Education Funding Council to fund only the adult educational courses that led to recognised qualifications consequently meaning that FE is more focused on vocational skills, basic skills and other such like accredited courses.
Further education establishments that predominantly offer these vocational qualifications widely recognise the fact that cultural differences within our society can greatly impact on course planning. And, although the 1944 Education Act went some way in addressing the problems of a two tier education system, problems still exist.
Philosophy for course planning and design
ITQ that I specialist in is an ideal qualification to improve job performance, find a new job or learn how to use today’s technology more efficiently. It consists of a unique ‘pick and mix’ cluster of units covering subjects such as Word Processing, Spreadsheets, Databases, PowerPoint and Art & Imaging. ITQ is an evidence-based qualification designed to develop skills, knowledge and understanding to enable progression to and from other IT qualifications. The overall aim of the course is:
• To recognise those students who wish to prove their competence in IT
• To enable students to understand the basic hardware and software concepts of modern computing.
• To equip students with the skills to enable them to be successful with modern technology.
Processes for course planning and design
It is recognised that NVQ qualifications are vocational and are aimed at preparing students for the workplace therefore the process for curriculum planning and design must take into account that the emphasis is on developing the skills of the learner. This can be quite difficult, as especially where teachers accustomed to ‘leading from the front’ have to change to a more student centred approach. As the NVQ qualification comprises of five modules, each with its own unit specification it is the modular approach to curriculum planning that has been undertaken. The aims and objectives of the unit specification have been scrutinised and relevant knowledge concepts and practical tasks have been devised in order to demonstrate theories and to reinforce learning and understanding. This type of model is much appropriate than either the Linear Model which is the one seen in the national curriculum and allows learners to progress from one objective to another often over the course of years. It is also more appropriate than the Spiral Curriculum suggested by Bruner who recognised that learning should be constantly revisited and always being improved upon.
Over the last couple of years much work has been undertaken to explore the education and employment needs of the local community consequently the new QCF framework was introduced in March 2009 in order to provide a specialist work-related qualification. The overall aim of the qualification is to prepare students for employment.
In the broader context other Government legislation that is a major influence on education within FE, is the 1992 decision that was made by the Further Education Funding Council to fund only the adult educational courses that led to recognised qualifications consequently meaning that FE is more focused on vocational skills, basic skills and other such like accredited courses.
Further education establishments that predominantly offer these vocational qualifications widely recognise the fact that cultural differences within our society can greatly impact on course planning. And, although the 1944 Education Act went some way in addressing the problems of a two tier education system, problems still exist.
Philosophy for course planning and design
ITQ that I specialist in is an ideal qualification to improve job performance, find a new job or learn how to use today’s technology more efficiently. It consists of a unique ‘pick and mix’ cluster of units covering subjects such as Word Processing, Spreadsheets, Databases, PowerPoint and Art & Imaging. ITQ is an evidence-based qualification designed to develop skills, knowledge and understanding to enable progression to and from other IT qualifications. The overall aim of the course is:
• To recognise those students who wish to prove their competence in IT
• To enable students to understand the basic hardware and software concepts of modern computing.
• To equip students with the skills to enable them to be successful with modern technology.
Processes for course planning and design
It is recognised that NVQ qualifications are vocational and are aimed at preparing students for the workplace therefore the process for curriculum planning and design must take into account that the emphasis is on developing the skills of the learner. This can be quite difficult, as especially where teachers accustomed to ‘leading from the front’ have to change to a more student centred approach. As the NVQ qualification comprises of five modules, each with its own unit specification it is the modular approach to curriculum planning that has been undertaken. The aims and objectives of the unit specification have been scrutinised and relevant knowledge concepts and practical tasks have been devised in order to demonstrate theories and to reinforce learning and understanding. This type of model is much appropriate than either the Linear Model which is the one seen in the national curriculum and allows learners to progress from one objective to another often over the course of years. It is also more appropriate than the Spiral Curriculum suggested by Bruner who recognised that learning should be constantly revisited and always being improved upon.
Tuesday, 1 June 2010
Rationale for development
Bradford College’s main aim is to the enable students to achieve their potential through a wide and varied access policy to education and specifically offers students the opportunity to achieve the Level 2 in IT. The development of the curriculum is therefore aimed at meeting the following college objectives:
• Address shortages of skills in the national and regional economies.
• Enhance student’s employability.
• Widen participation in Further and higher education and contribute to lifelong learning.
• Address shortages of skills in the national and regional economies.
• Enhance student’s employability.
• Widen participation in Further and higher education and contribute to lifelong learning.
Planning and designing
Planning and designing a course should be primarily set around the syllabus content as this is what the students are required to know in order to pass a certain level in a particular subject. However in a real setting the planning and design of a course is much more complicated than this as a range of students, teachers, internal and external pressures are involved.
What influences course planning
Until quite recently Government legislation focused primarily on structure and provision of education but until the 1970’s there was very little attention paid to course planning. This was mainly left to the educationalists themselves to decide upon. However possibly due to the massive technological advances and concern from employers about the future workforce the Government has recently put curriculum development on its agenda and as a consequence the 1988 Education Act and the ‘14-19 White Paper Routes To Success For All’ report now addresses many of these issues. Some of the key issues addressed were the low numbers of post 16 participating in FE, re-engagement of the disaffected and strategies to stretch all young people. Another important issue the Act looked at addressing was to equip students with a combination of technical skills, academic knowledge, and transferable skills that employers are increasingly demanding. In particular the embedding of key skills into curriculum development is proving fundamental if we are going to meet the needs of employers by equipping people with good communication and numeracy skills alongside their IT expertise. This legislation alongside other direct influences such as the Skills for Life initiative plays an increasingly important role in curriculum planning. Furthermore the continual need to work with businesses was emphasised as a key issue in the Foster report (2005).
Recession
There is virtually no field of business that hasn't been rocked by the recession and Colleges and Universities all over the country are no exception. Across the College campus, this has triggered in many courses suspended, including basic numeracy and literacy course, as well as A-level, GCSE and vocational classes for adults.
References:
Centre for Excellence in Leadership (n.d.) Foster review 2005 [online] http://www.ggpg.org.uk/governance-and-fe-system/foster-review.html [Accessed: 14 July 2010]
HMSO (2005) 14-19 Education and Skills [online]www.dcsf.gov.uk/14-19/documents/14-19whitepaper.pdf [Assessed: 14 July 2010]
What influences course planning
Until quite recently Government legislation focused primarily on structure and provision of education but until the 1970’s there was very little attention paid to course planning. This was mainly left to the educationalists themselves to decide upon. However possibly due to the massive technological advances and concern from employers about the future workforce the Government has recently put curriculum development on its agenda and as a consequence the 1988 Education Act and the ‘14-19 White Paper Routes To Success For All’ report now addresses many of these issues. Some of the key issues addressed were the low numbers of post 16 participating in FE, re-engagement of the disaffected and strategies to stretch all young people. Another important issue the Act looked at addressing was to equip students with a combination of technical skills, academic knowledge, and transferable skills that employers are increasingly demanding. In particular the embedding of key skills into curriculum development is proving fundamental if we are going to meet the needs of employers by equipping people with good communication and numeracy skills alongside their IT expertise. This legislation alongside other direct influences such as the Skills for Life initiative plays an increasingly important role in curriculum planning. Furthermore the continual need to work with businesses was emphasised as a key issue in the Foster report (2005).
Recession
There is virtually no field of business that hasn't been rocked by the recession and Colleges and Universities all over the country are no exception. Across the College campus, this has triggered in many courses suspended, including basic numeracy and literacy course, as well as A-level, GCSE and vocational classes for adults.
References:
Centre for Excellence in Leadership (n.d.) Foster review 2005 [online] http://www.ggpg.org.uk/governance-and-fe-system/foster-review.html [Accessed: 14 July 2010]
HMSO (2005) 14-19 Education and Skills [online]www.dcsf.gov.uk/14-19/documents/14-19whitepaper.pdf [Assessed: 14 July 2010]
Tuesday, 13 April 2010
my teaching philosophy
my desire to teach has been developed around an ethos of making a difference in people’s lives. My aspiration to teach information communication technology (ICT) has been nurtured over the course of my educational and working life. ICT is an important tool for young people as well as the older generation, for in today’s world everything has a computer element embedded in the system. Having the basic knowledge about this wonder machine is like having a magic key which can open any door for you.
Subscribe to:
Posts (Atom)
