Creative Teaching Report Paul Slater

Topics: Educational psychology, Learning, Education Pages: 15 (3357 words) Published: February 9, 2015


PGCE/Cert Ed
ACADEMIC YEAR 2014/15

L6 Professional Practice Module:
EDU3054-N

Creative Teaching Report

Trainee: Paul Slater
Tutor: Richard Henderson
Course Leader: Janine Wilson
24th November 2014
Word Count: 2970

Abstract
Duckworth and Tummons (2010) hold emphasis on the need to promote wider participation, inclusive practice and differentiation. These concepts are borne out of the reality that learners in the lifelong learning sector are traditionally at risk of social exclusion and some find it difficult to engage in the teaching and learning process, especially when their experiences of learning are sometimes a negative one or they did not engage in this process the first time around at school. Inclusive practice highlights possible seen or unseen disabilities and learning difficulties. Differentiation is a concept that focuses on the individuality of learners and how some students learn in different ways. This report will outline the planning, delivery and evaluation of a creative activity that addresses these issues. Using a reflective model the effectiveness of this activity and the lesson as a whole has been evaluated. The report concludes that, if the recommendations are implemented, this activity is effective in promoting participation, inclusion and deeper learning.

Table of contents
Abstract
Table of contents
1. Introduction4 -5

2. Methods5 - 8
i. Teaching Methods

ii. Method of Evaluation

iii. Model of Reflection

3. Results8
4. Discussion8-12
i. Teaching Methods

ii. Method of Evaluation

iii. Model of Reflection

5. Conclusion12

6. Recommendations12

7. References13
8. Bibliography13 - 14

9. Appendices15

1. Introduction
The rationale for this study can be rooted in professional practice standards for qualified teacher learning and skills (LLUK, 2006. Cited in Duckworth, Tummons, 2010, p.64): Ways to engage, motivate and encourage active participation of learners and learner independence. (BK . 2.2) In teaching and learning the need to be creative is apparent. There is a requirement to meet the needs of learners in respect to learning styles (Bloom’s), learning theory approaches (cognitivism) and to differentiate for the weaker or stronger learner. The following report will outline a planned activity that promotes creativity and engages the learners in a group activity and addresses the above needs. This activity will use a cognitive approach to learning that will ensure deeper learning takes place in an effective way. The learners are adults who are attending an employability course. The course is a ‘Learn Direct’ course that promotes self-directed learning through an online resource. The learners are given headphones to listen and watch as they are guided through the various elements of English, Maths and ICT. The learners are then given assignments to complete which are then assessed with feedback given. When supporting and assessing the learners it became clear that some supported teaching and learning was required. Common mistakes, issues and misconceptions were noted and a scheme of work was developed around these issues to address them and improve the teaching and learning process. From the scheme of work a course of six workshops were developed that included activities to put the presented material into practice in a kinaesthetic way. Differentiation was required due to the multi-level nature of the learners which ranged from entry level three through to level two. Within the entry level three learners there were a large number of English as a second language (ESL) learners. It was these learners that the creative teaching activity targeted in an attempt to promote inclusion and participation through engagement in the learning process. Evaluation was gained by using a student satisfaction survey in the form of a questionnaire which used the...

References: Duckworth, V. and Tummons, J. (2010) Contemporary Issues in Lifelong Learning. Maidenhead: McGraw Hill/OU Press
Tummons J
Brookfield, S, (1995) Becoming a Critically, Reflective Teacher, San Francisco: Jossey Bass
Tummons, J
Ghaye, A. & Ghaye, K. (1998),Teaching and Learning Through Critical Reflective Practice, London: David Fulton
Petty, G
Jasper, Melanie (2003) Beginning Reflective Practice, Cheltenham: Nelson Thornes
Moon, J
Reece, I. and Walker, S. (2006) Teaching, Training and Learning: a practical guide, 6th Edition, Sunderland: Business Education Publishing
Forsyth, I
Ginnis,P. (2002). The Teachers Toolkit. Crown House Publishing. Camarthan Wales.
Kyriacou, C. (1998) Essential Teaching Skills. 2nd Edition. Stanley Thornes ltd Cheltenham.
Joyce, B. Calhoun, E. Hopkins, D. (2002). Models of Learning - Tools for Teaching. 2nd Edition. Open University Press. Buckinghamshire.
Lyons Morris, L and Taylor-Fitzgibbon, C. (1983) How to measure achievement. Sage Publications. California.
Coterell, S. (2008). Study Skills Handbook, 3rd Edition Palgrave Macmillan, Hampshire.
Francis, M and Gould, J. (2009). Achieving your PTTLS Award, A practical Guide to Successful Teaching in the Lifelong Learning Sector. Sage. London.
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