Training Methods and Learning Objectives - Assignment Example

TЕАСHING АND LЕАRNING 3 By Student’s name Code+ course name Professor’s name University name City, State Date Section 1 – planning documents 1. A brief description of the learner group and assumptions you are making about them that are relevant to your lesson planning; The learner group consists of young, active students who are motivated to learn. The group also had an earlier knowledge of the topic and was willing to participate in a question and answer session. There is an assumption that the learner group are familiar with the cups, paddle pop sticks and mini whiteboard question and answer techniques. It is because the teacher did not spare some time to explain to the students how the technique works. The assumption made was that the responses time for all the students would be the same. Also, an assumption that the students would be comfortable to answer the questions when called randomly. 2. (25- 30 words) 2 or 3 clear and measurable learning objectives; i) The students would understand the essence of the techniques used and would apply them in the future career ii) The learners should know the importance of teamwork, at the end of the activities, and even use it when doing their studies. iii) By the end of the lesson, the learners should know various ways to motivate their students. It is clearly shown by the increased motivation in the activities due to the prize at the end of the session. 3. A brief description of the learning environment, the resources that are available and any relevant constraints; The learning session will be in a classroom where the teacher will be giving instructions, and the students should follow. It will involve some practical session and everyone in the room will be involved. The teacher has given several rules to be followed throughout the session. This has made the learners to be tensed because they don’t know who will be asked the question next. However, they must strictly still follow the instructions so that they can be awarded. The resources that they will be using are; an envelope, a card, eight pieces of hand-outs, lolly sticks, marker pens, cups and white board. There is a fixed time limit for each activity. Hence, time will be a constraint since the group will be required to complete each stage of the activity within the time scheduled. 4. (100 – 120 words) A statement of your aim as a teacher (i.e. what you as a teacher want to achieve in this teaching experience); In this teaching experience, I will aim to: investigate if rewards can be used as a motivation factor for learners. Also, I would like to know what happens to learners when they are subjected to pressure. As a teacher, I would like to know how the question –answer technique can be used to teach the students. The experience should also give me a taste of an interactive class where the teacher asks questions and the students actively answers them. The techniques still evaluate the capability of the students to understand certain topics. If the students are all able to answer the questions correctly, it means that they have understood what was taught or was in those hand-outs. 5. (1 page) Detailed lesson plan showing timing, teaching and learning methods, content, and resources/ materials. Timing Focus/ leading question Teacher activity Learner activity Aids/ resources 3 min Dividing the learners into groups of 5 students and issuing them with hand-outs. The teacher is supposed to divide all the students into groups of five students. Each group will be given one hand-out. The teacher should make it clear that the winning group will receive a prize. The learners will not be doing any activity at this stage. Hence, they will be passive. Each group should be given hand-outs that contain notes to be covered in that lesson. 5 min To demonstrate the paddle pop stick technique; The students are supposed to write their names on the lolly stick. This method is used to ensure that there are no given criteria for choosing a student who will answer the questions but are picked randomly. The teacher is expected to give each student a lolly stick and instruct them to write their names on them. The students should write their name on the lolly stick provided. However, they should not mark the stick in any other way to make it look unique. Lolly Stick 10 min Collecting the lolly sticks and placing them according to their groups. The teacher should be the one collecting the sticks and placing them into piles of five as per the group. The learners should be seated awaiting the teacher to collect the sticks. Hence, they will be passive. The collected group of lolly sticks. 15 min Selection of a member The teacher is supposed to pick one stick randomly from the group piles and call out the name. The learner who is called should walk in front of the class, and the rest of the students should remain passive. No resources needed 10 min The member in front should ask questions to the other groups. The teacher should pick a lolly stick and read the name of the one who will answer the question. The process should be repeated until all the groups have participated. The teacher should provide the seated students with whiteboards and pens. He or she should also pick the lolly stick and the name he reads out should answer the question. The learner should answer the questions using whiteboards. Mark pens and whiteboards 2 min Lesson recap, a summary of the main points. The teacher should provide a summary of the lesson. The winning group should be given their prize. The learners should listen carefully and make some notes. Prize – ballpoints to the winning group. 7. (400- 450 words) Justification of the plan, addressing: a. The suitability of the lesson/ session topic for the learner group; I think the learners will be interested because the question –answer technique is very applicable to the outside world. The method also helps the learners to learn more from others that might make them attentive. The students will also discover that working in groups is much easier that when one is working alone. I will be building their interest by making the exercise be like a game. Games are known to be relaxing and interesting. There is also a prize that will act as a motivation factor. b. The rationale for the learning objectives; The learning objectives are very clear and direct to the point. It is through teamwork that the groups will win. The first objective was to enhance teamwork among the learners. Another objective is to help them to understand how the question-answer technique can be applied. The final objective is to boost their understandability of the subject. These objectives are relevant to the learning system, can be achieved and are viable. Another reason is that since this is an adult education, the objectives contain applications in real life. This will interest them, and they will want to know more about them. c. The choice of teaching/ training method/s; Unlike other teaching methods that are boring and monotonous, the above training plan was active and more practical. It was structured in the form of a game to ensure that it was exciting, competitive and increased the concentration span of the students. The methods chosen are more applicable to real life situations. Hence, the learners can easily understand the essence of the activities, which were in-line with the adult principles. d. The sequencing of the elements of the lesson/ session. The contents being taught in a lesson will determine the sequencing of the lesson. First, I group the content that I would like to teach according to how it is related. Related materials should be structured in a way that they are following each other. This is to enhance the flow of the lesson. That is the introduction of one subtopic leads to another therefore making it easier for the student to understand the topics. The content taught in the last lesson needs to link to what is being taught today, which should easily link to the next lesson’s content. Section 2 – observations and notes from your experience as a teacher and a learner: 1. Observations/ recollections of your own lesson/ session in action - a. notes on deviation, adjustments from the original plan; and In some areas, I had to deviate from the original plan. For example when I was presenting the first part, I realized time was running out, and I had to cut some of the presentation to finish what I had planned within the time limit. b. Impressions of how the lesson/session was progressing at the time; I was a bit anxious when presenting. At first, the class was quiet, and it felt too formal. The students were also passive and did not write anything on their notepads. After, the 11th minute, the class become active and even started asking questions. The environment had changed, and it felt good that the class was lively and active. In most cases, when the students are silent, the probability is that they are lost and do not even know where to ask questions. However, in an informal setting where there is a little background noise, meaning that students are sharing ideas, and some even ask where they feel lost. c. Notes from the group debrief; Record of group feedback session Presenter’s name: zewei wu Name of person providing feedback: xingzhou wang , sue mei xu, linsha yang (all members of my group) 1. What the presenter said they did well Answer: The group members were Congratulated for choosing to discuss such a useful topic. 2. What the presenter said they could have done differently Answer: It was recommended that the group could have brought some more points on notetaking techniques and taught the rest of the students. The powerpoint presentation could also include some pictures. The pictures would have made the session more lively. 3. What the group said Answer: In the next presentation, the members pledged to bring a highlighter to show the audience how to make notes d. Written feedback from two of the group members on your presentation. Written feedback from a peer group member Presenter’s name: zewei wu Name of person providing feedback: fusti hadinata As a learner participant in your session; 1. What I particularly liked about your presentation were? Answer: The presentation had detailed steps about taking notes, which made it's useful for our real life study 2. What didn’t work particularly well for me were Answer: The presentation did not have any practical action. It was more passive and theoretical. Instead, they could have brought some few notes for a demonstrate. 3. What I learned from you about designing/delivering a session were Answer: The presentation taught me useful skills on taking notes and an effective studying plan. 4. Some ideas I could share with you might find useful are Answer: Having a presentation with some real example of notes and demonstrating during the presentation makes it more understandable to the audience. 2. Observations/ recollections of your peers’ lesson/session in action - a. what you were feeling during their sessions; and I felt relaxed and could easily make notes and participate in the lesson. b. what techniques and strategies were effective/ ineffective; Effective Having a good group coordination and motivation were strategies that worked well during the preparation and presentation of the project. Ineffective Movements were limited due to the time limit. Clarification of answers was not possible due to the time limit. Section 3 What it means to be a teacher Teaching requires more than academic qualification, unlike other professions. Teachers are expected to have added traits that will enable them to connect with the students and deliver the intended content. Some of those traits are acquired in teaching institutions while others are obtained through experience. The knowledge the teacher acquires from the learning institutions enables him or her to build a strong foundation for the future tasks. According to me, a teacher should be a role model in the society and mostly to the students they are teaching. However, I am not saying they should be perfect but they should apply critical thinking before they do any action that might ruin their names. It is believed that the teachers mould the society through different generations that pass through them, to have the best morals that are recommended by society. The teachers teach the students to be better than them (Grossman, Christa, Danielle, Matthew, Emily, and Peter, 2009). This essay discusses the qualities a teacher should have, the privileges that he or she enjoys and the challenges they go through. Qualities of a Teacher Teachers first attend their training institutions for a few years. In this training, they acquire teaching skills such as how to organize their work, how to present themselves to the students and also how to choose the best content to teach. In their training, they are subjected to various methods that they can use to pass knowledge such as theoretical, practical and group discussion. It might take them some time to master these skills and also use them since they require a lot of practice and determination to understand them. A teacher should be a good motivator. Learning can be sometimes tiresome and boring for students if they are not motivated. The teacher should come up with various methods to motivate the students, which can be either intrinsic or extrinsic motivation. For example, so that the students can be intrinsically motivated, the teacher can guide them into setting educational goals. This will make the students to be motivated internally and to work towards a particular goal. On the other hand, the teacher can provide gifts, promise to recognise the top performs to ensure that they are working hard enough. This will be a form of extrusive motivation (Thomas, 2013). A teacher should be competent in the language and area he or she wants to specialize. Language is a communication skill, and teachers must effectively communicate to their students to ensure they understand what the tutors are teaching. There is a high possibility that a teacher who is poor in communication does not deliver as much as that who has good communication skills. The teacher should be competent in his or her area of specialization. It is to ensure he or she does not cause negative attitudes to the students. A teacher should have craft skills such as presentation and note making skills. The work of a teacher is to research, organize researched work and present it to the students. A teacher may have all the materials put together but if he or she can not present the material in the right way, the material might go to waste. For example, A teacher who is shy, may find it difficult to maintain eye contact with the student. This might be interpreted in the wrong way such that the students might think that the teacher is not confident with what he or she is teaching. The teacher should encourage making of short notes when he or she is teaching. This can be implemented by first teaching them various note making skills. Such that the teacher should be making short notes on the board as he or she does the presentation. This will help the students to make their own notes well. A teacher should be able to build rapport quickly with different types of people. It is because a teacher who knows how to integrate easily with people can understand his or her students. It is hence easier for him or her to deliver the intended content without fear of failure. Building a good relationship will make it easier for the students to ask questions about places they don’t understand. It there helps him or her to create a healthy environment for the student to learn in (Jarvis. P, 2006). The teachers teach the virtues that are accepted by the society to the students. Therefore, the teachers should ensure that they are practicing what they are teaching. The teachers should also be role models for the students they are teaching. Hence, it is good for them to do what is right since the students also emulate them. Privileges of being a teacher Learning is a process that takes time, and one develops with time. When one is a teacher, you get to learn as you teach which gradually increases your knowledge. When one is preparing for a class, he or she is required to research most of the materials from other reliable sources. It is hence an opportunity for the teachers to learn more when doing their research. Another advantage is that they get a chance to mentor and influence the children positively when they are teaching. Mentoring the children, it’s a privilege because you are the one who determines their destiny. When good mentoring is done, the children may increase their school performance and be better in their studies. Just like any other work, when one it’s a teacher, you receive a monthly salary. This makes it be a reliable source of income. The teaching calendar synchronizes with that one of the children making it easier for the parents to work as they take care of their children (Freppon, 2001). Challenges of becoming a teacher The teaching curriculum keeps on changing and hence making it tiresome for the teachers to always keep on reading. These changes are due to the changing technologies, economic status of certain states, and the political change that might affect history books. The teachers are however required to be updated so that to ensure they are teaching relevant information to the students (Jarvis, 2006). It is hence challenging and tiresome to keep reading. The second challenge is that for one to be successful in a teaching career, you have to rely on teamwork. The teacher is evaluated through the performance of the students. Therefore, if the students don’t play their part, it might cause some adverse effects on the teacher’s career. It is because when operating as a team, the failure of one member causes the whole team to fail. The teaching work is involving and requires hard work for one to be successful in what they are doing. For example, if a teacher has three class on a certain day, he or she must wake up early enough that day to prepare for his or her lesson. The time a teacher take to prepare is the time that could be used for some other purposes such as taking care of the family. Being a teacher is not easy as many would think. It has so many responsibilities that are associated with it, and it takes a lot of determination to be the best. There are several qualities that are associated with teachers. Some of them are made from their character traits while others are taught in school. Effective teaching should involve both the teacher and the student. There are a few challenges and privileges that each teacher must go through. The privileges encourage them to keep on moving while the challenges act as the stumbling blocks on their way. No matter where we go, teachers will remain to be the pillar of the society. Bibliography Freppon, Penny A. (2001) “What It Takes To Be a Teacher”: The Role of Personal and Professional Development. Heinemann, 88 Post Road West, PO Box 5007, Westport, CG 06881. Grossman, Pamela, Christa Compton, Danielle Igra, Matthew Ronfeldt, Emily Shahan, and Peter Williamson. (2009), "Teaching practice: A cross-professional perspective." The Teachers College Record 111, no. 9: 2055-2100. Jarvis, Christine. (2006), "Using fiction for transformation." New directions for adult and continuing education 2006, no. 109: 69-77. Jarvis, Peter. (2006),"Teaching styles and teaching methods." The theory and practice of teaching: 28-38. Thomas, Martin. (2013), "Teachers’ Beliefs about Classroom Teaching–Teachers’ Knowledge and Teaching Approaches." Procedia-Social and Behavioral Sciences 89: 31-39. 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