TETA 1055 Certificate in Teaching in the Lifelong Learning Sector - Report Example

TETA 1055 Certificate in Teaching in the Lifelong Learning Sector Traditional discussion about teaching revolves around two main categories; ‘knowledge’ and ‘responsibility’ (Armitage et al., 2007, p.6). The debate is still on; is teaching a profession or job? In my humble, inexperienced opinion, it is a profession. Calling it a job undermines and diminishes the respect and authority a teacher has (or should have). Which is why professional needs to, not only get the work (syllabus) covered, but also make sure that students feel fulfilled. The selection and sequencing of topics, and, when relevant, how this met curriculum/syllabus requirements The sequencing of the topics plays crucial role in delivering knowledge to the students. Brain is like a muscle, everything starts from little and then the mind is able to grasp the deeper and more complex concepts of any topic including Mathematics. The course schedule is built where basics come first and as the students are better able to cognize the concepts and mathematical tricks, the course incorporates more complex concepts. Mathematics is like a second or foreign language for newbies (Cockburn, 1999), which is why the course builds on foundation; it starts with geometry: symmetry, and covers various ‘how to’ concepts; how to draw symmetrical line on a 2D shape. Even in delivering the basics, geometry comes before symmetry, as geometry forms the base. The geometry: symmetry session comprises of 6 lessons, each spanning over 35 minutes (timing of the lessons is very important). After cementing the basics, the course takes on Algebra: Graphs (eight lessons of 35 minutes each), which is certainly more complex than basic geometry. This is the beauty of sequencing it this way; students will be able to understand the shapes and graphs visually once they have focused solely on the symmetry of it. Once that’s accomplished, things move on to putting in equations and the scary variables of algebra. With the basics in the head, the variables won’t be that scary anymore and students will be able to better analyse and solve them. As with any other course, mathematics needs constant revision and practice. The skills and concepts students learned at the very start of the course would be diminishing by now in the heads of many students as they are already trying to grasp the fresh concepts. To take care of this, there is a revision session at the very end, followed by test. This will make sure that nothing and no one is left out and everybody is on the same page. The use of resources and how they promoted inclusive learning Without good learning resources, there is hardly any use of a grid or schedule, as sequencing and planning won’t get anyone very far. To make sure that the students learn the maximum in minimum amount of time, resources such as New GCSE Maths, Edexcel Linear Foundation 1 are used for geometry and symmetry. And that is to get the concepts in right, but to make sure that the students really get it, other resources have been used that will help students make the concepts their own; For instance learning about a triangle by looking at a picture in the book might seem helpful, but brain needs more than that, it needs to ‘play’ with it to be able to actually grasp the attached concepts. For this reason supplements like sets of shapes on coloured paper, mirrors, tracing paper, isometric paper and hand-outs with pictures are provided to the students to help them experiment with the concepts they learn from the book and lecture. For the second part of the study program (algebra and graphs), the main resource is New GCSE Maths Edexcel Linear Foundation 1, and as supplement, blank sheets of graphs will be provided so they could try out the equations and variables on the graph. So make things interesting www.nrich.maths.org will be used so the students can learn while having fun – this keeps the brain active and can learn more. And for the revision part, hand-outs/test papers will be given. Students will be asked to keep the test papers with them as they are useful source for their practice and future learning. They will know in which areas they need to work on more. Differentiation Differentiation is the process of teaching one concept in a variety of ways, such that it caters to the needs to almost all students. Each student has their own perception, experience and understanding, not one example or a certain way of teaching would work for all of the students. For this reason, various assessment methods have been designed to make sure that every student gets it. For instance, teaching concepts orally will be the start, but most of the students are visual, they like to see things instead of reading or hearing about them, which is why the teacher will move on the whiteboard and ‘draw’ the example. More so, the teacher will ask the students to assist in demonstrating the example, this will trigger active participation in students, they will start commenting, questioning and most importantly learning the concepts. There can be many kinetic learners who otherwise might not feel like the part but when given the proper coaching, they excel in learning. To make sure that they get the best out of this source, collared paper shapes will be given to them. Individual attention will be given to those with low self-esteem, dyspraxia, or dyslexia. Learning support assistant will be at hand to make sure that students that require additional time are given the right attention and coaching. Moreover, different coloured markers will be used on the interactive white board so that students can easily differentiate things. Moreover small things like handing out the papers with different colour swill also help a students pay more attention to the material they’re provided. Some experimentation in regards with differentiation will be done; for instance students will be made to work in pairs, this will help them to learn the concepts at a friendlier level, plus it will also offer synergies at a small scale. Students will also be given notebooks so they can keep record of their homework they do from the internet. Plus special seating plan will be arranged as some of the students will need to sit away from the windows and other visual distractions. There will also be a session where some additional questions and examples will be demonstrated to the students that go beyond the exam requirement, so that the students who are already doing well, can engage in something more complex concepts, and hence they can view things from an expert angle. The variety and effectiveness of assessment methods and how the results will be recorded Without proper assessment, there can be no calibration or gauging of learning process. So if anyone is doing things wrong, they will most likely keep on repeating the mistake, which is why various assessment methods have been included in the course. To engage the students, symmetry line sheets will be provided to them. When they will have the sheets in their hands with their equipment ready to draw and ‘engage’ it will trigger all kinds of responses; questioning, interest, puzzlement, fear, but the purpose is to make the students step into active learning mode. Those students who were bored while listening to the ‘jibber jabber’ of the teacher will probably start asking all kinds of questions. To up things a notch, mirror writing is introduced especially as a part of geometry: symmetry. The students will be asked to ‘draw’ the shapes as an activity from the book. The reason for doing this is the same, to liberate and assess students when they will draw something by their own hands. At the very end of the lecture, there will be a question and answers session, to make sure that nothing is left out. In fact it will be rightly pointed out that students write down anything that baffles them during the lecture. It is always better to write down (doesn’t necessarily have to be in large details) about a problem or a comment they want to make. For homework, they will be guided to www.mymaths.org. Moreover, there will be a quick revision and question answer session right before the start of the lecture for refreshing the concepts before proceeding with the new one. The integration of ICT strategies and resources, how the minimum core (literacy, numeracy and ICT) supported learning. This class is not an advanced level mathematics lass, there will be no 3D integration model of a building where the students will be using complex software and programming combination to solve the axis problem of building alignment, however, ICT is definitely used in the study where students will be guided to different websites for learning and ‘playing’ with geometrical shapes and solving mathematical problems as a result. Numeracy is probably the most crucial aspect of this course as students need to be able to reason mathematically. Without this skill, they can’t solve mathematical problems. Now, mathematics and numeracy are now becoming a unit, the line between the two is blurring (Gates, 2001, p. 107). To make sure that the students achieve at least the minimum level of numeracy, they will practice; Line of symmetry Mirror line Symmetry Order of rotational symmetry Rotational symmetry Travel graph Distance-time graph Average speed Formula for average speed Equation of a line Flow diagram Function Input value Line segment Negative coordinates Output value x-value/y-value gradient/slope linear graphs TIPS/SUGGESTIONS The course schedule looks complete and incorporates almost everything necessary. The only concern is the execution of the course plus the instructor’s skills level and teaching methodology. How well the teacher is trained in delivering the concepts is of major concern. “The ‘positive authority’ and credibility the teacher has with the students, the stronger the learning.” (Jensen, 2000, p. 105). Moreover the assistant that is helping the students who take additional time needs to be highly skilled as for the students who have problem in understand at first glance will be counting on the assistant, if they can’t grasp it from the assistant, they will not have much help from anywhere else. Sources Andy A., Bryant, R., Dunnill, R., Flanagan, K., Hayes, D., Hudson, A., Kent, J., Lawes, S., & Renwick, M. 2007. Teaching and training in post-compulsory education. 3 Edition. Open University Press. Cockburn, A., 1999. Teaching Mathematics with insight: The identification, diagnosis and remediation of young childrens mathematical errors. Routledge. Gates, P., 2001. Issues in mathematics teaching. London: Routledge. Jensen, E., 2000. Brain-based learning: The new science of teaching and training. Delhi: Pearson Education India. Read More