Application of Andragogic and Pedagogic Approaches - Coursework Example

By s and the Task In all professions, roles and responsibilities arecrucial since they divide the line, which indicates the uttermost limit. Traditionally the teacher has a role of as the source of information and is trusted to be the fountain of crucial knowledge. The roles of teachers relate to inspiring learners to develop and change their personal, professional, and social skills. (Kay, 2005, p. 55) Architecture requires the application of andragogic and pedagogic approaches in every session where students are required to take fifteen to twenty five minutes to present and demonstrate the understanding of the course. The session is followed by a fifteen minutes of group or individual work, which gathers students in order to share the progress of their work. Additionally, students prefer the use of projection slides, as well as handouts in order to complete their presentation. The teacher supervisors, these presentations and group discussions in order to ensure that the content brought to class is relevant to architecture and is helpful to other students (Isenberg & Jalongo, 2010, p. 110). The lesson entails a number of practical lessons where students are involved in some architectural drawing and building and construction works. Cognitive theorists were largely concerned with various changes in the understanding of a student resulting from learning, as well as with the fundamental environmental importance. However, constructivism itself bears a number of variations like cognitive apprenticeship, discovery learning, and generative learning, based learning, and situated learning. Therefore, constructivism promotes the exploration of students within a certain structure or framework. When architecture students are working on a similar task their objectives, goals at times are different, and the discovery theory should be applicable to enable them discover on their own. At the end of every task, students should share their creations and solutions since it helps to motivate them and more importantly, it demonstrates various ways in which a single task can be completed (Kay, 2005, p.79). Group discussions are necessary in developing English, ICT, and mathematics as well as acquiring wider skills. A large number of students easily acquire knowledge when shared by their peers and can easily remember compared to the thing taught in class by a teacher. Architecture students are supposed to present using proper English, which enables students, learn fluent English outside and in class. Students undertake a large number of activities that relate to architecture in order to boost their ICT, mathematics, and English skills. Architecture entails a lot of drawing and during group discussions and presentations; they have to explain these figures. The classroom setup is essential during architecture lessons since all students must participate in the learning. The course entails a lot of drawing and measurements and the teacher ensures all students are on the right track by going round the class in order to ensure that students do the correct thing. Students work in groups of around five individuals in order to understand easily. All architecture students are provided with laptops in order to ensure that they are familiar with all architectural software available in the market currently and to enable them sample these software (Isenberg & Jalongo, 2010, p.106). Reference Isenberg, J. P., & Jalongo, M. R. (2010). Creative thinking and arts-based learning: preschool through fourth grade. Upper Saddle River, N.J., Merrill. Task 2 The key roles and responsibilities of a teacher in training and education are assessment and identification of needs between students. The teacher bears the whole responsibility to realize the needs of a student in order to address the effectively. Therefore, in order for a teacher to realize the needs of a student one must be involved in class with individual students in order to assess their performance. Additionally, teachers have the responsibility to conduct assessments to their students in order to establish their weaknesses and strengths. Therefore, teachers have the responsibility to assess and identify the needs of each student in order to offer them the necessary attention. Assessments in architecture are uses in an attempt to identify the ability of specific students and to establish the weaknesses of each student. When students go through an assessment, teachers can establish their strong points as well as their weak points. Assessment is conducted in four different forms, which include informal, formative, summative assessments. Informal assessment entails questioning, tutor observation, as well as keeping a watch over the progress of a learner. This assessment method is crucial since it allows the teacher to judge the learners progress throughout the lesson (Wright & Miller, 2007, p. 119). Formal assessment entails testing the ability of an individual where a student explains his or her own work and assignments. Summative assessment method entails comments from audience in an attempt to rank the student. In most cases, the audience and the teacher give students marks according to his or her presentation. Therefore, students strive in order to have great presentations that will be emulated by their classmates. Formative assessment is used to assess and monitor the learning progress during a course. The main limitation of this method is the lack of formal assessment since students are only allowed to give feedback to the teacher (Wright & Miller, 2007, p. 97). However, summative assessment is carried out at the end of the course and it does not cover the daily performance of each individual. Students’ performance is only assessed once and it is not possible to establish the trend of that student. Assessment of students should be authentic and should comprise an integrated and alternative performance based assessments. Architecture students and the teacher should identify objectives, goals, as well as the expected outcomes before the start of any session or activity. After determining, the objectives and the necessary type of evidence necessary in order to determine success, the student and teacher can develop a guide that will enable students’ easily master architectural skills. However, assessment differs based on the individual conducting the assessment. Instructors use assessment as an investigative tool as well as feedback to guide instruction, progress evidence and to evaluate the curriculum and the teacher (Wilkerson, Perzigian & Schurr, 2013, p 110). Assessment should be an integral to the teaching and learning cycle and it is crucial to cater for the needs of students. Therefore, architecture teachers should consider a number of factors when preparing assessment tools. They should involve students in the assessment in order to understand the weakness of students his/her students. Both the student and the teacher should understand the purpose of the assessment as well as the essential learning outcome. References Kay, J. (2005). Teaching assistants handbook: primary edition. London, Continuum. Wilkerson, K. L., Perzigian, A. B. T., & Schurr, J. K. (2013). Promoting social skills in the inclusive classroom. http://public.eblib.com/choice/publicfullrecord.aspx?p=1524033. Task 3 Constructive feedback to students is necessary to all students since they are eager understand their performance in class. Assessment is an integral process used in a number of ways in several departments in order to determine the progress. Therefore, after the assessment the following step is feedback, which entails giving detailed information about the findings. Constructive feedback enables students gauge their performance as well as teachers since they consider the overall performance of a class. Appropriate feedback assists students to improve since they are able to gauge themselves through their performance. Teachers should keep the shortest time between feedback and performance of students. Feedback is crucial in training and education and if applied appropriately, it motivates learners in order to improve performance. Constructive feedback is issue-focused, information-specific and is mainly based on observations. Constructive feedback identifies the strengths and weaknesses of students in order to improve their performance. The process of offering constructive feedback should be an overall interaction between learners and teachers. Constructive feedback serves a number of purposes, which include reinforcement, correction, longitudinal development, benchmarking and forensic diagnosis. It is necessary to ensure that both learners and teachers are clear about the purpose and feedback as well as the value of the feedback. When the feedback is not clear, both parties do not seem to understand and end up being confused, untimely and confusing as well. Poor understanding of the feedback leads a failure of teachers to understand the student’s developmental requirements that each student needs in order to develop to maturity. Teachers need to see students apply feedback in future and hence the reason to ensure that students receive appropriate and timely feedbacks. Constructive feedback contributes to assessment process since it gives feedback and builds students confidence transforming their motivation and understanding in order to assist them develop critical skills. When feedback is linked to formative assessment, seminars, or tutorials, it largely focuses on looking forward to enhancing learning. A feedback rapport is created between students and the teacher due to an appropriate feedback. Teachers can give constructive feedback to learners by appointing class monitors or representatives that will ensure that students are well informed regarding any occurrences (Wilkerson, Perzigian & Schurr, 2013, p.113). Teachers should also adopt a technique that will ensure that students are engaging in class in order to ask questions and give suggestions on what they would like improved regarding constructive feedback. Teachers should ensure that they have emails of all students in class and incase of any query they are supposed to send all students and email. Assessment records are crucial since they gauge the performance of a student over a certain period. They assist teachers keep track of student’s performance. Assessment records assist teachers to trace the performance of each student. They are able to realize poor students as well as those students that require better attention in order to improve on their performance. Accurate record keeping requires a student individual file that will hold all the relevant information regarding a student’s behavior and performance. Reference Wright, D., & Miller, M. T. (2007). Training higher education policy makers and leaders: a graduate program perspective. Charlotte, NC, IAP. Read More