Morning Bliss

Morning bliss

The five minutes between

When you wake up

And when you get up

 

Encapsulated

The rapture of the bed

My mind like battle chess

My body quiescent

 

Wind in the window

It rattles like it’s possessed

The pitter patter of the rain

Makes me think of home

 

The alarm clock can snooze

To use – a dilemma

What is time but a passing

A fleeting moment in age

 

Worlds to overthrow

Battles to combat

Words to listen

New faces to remember

 

Vivid images of beauty

Crystal sky blue

Fields of green

A postcard I never received

 

To get out of bed

To summon up the demon of the cold

I grow weak and tired

But the dawn is calling my name

 

Everlasting hugs

Caress of a tireless lover

Gripping, wrapping, enveloping

Then heartache; and breakfast

 

By

 

Richard Taylor

15/10/2002

 

© 2002 Mr Richard M Taylor.

 

7407 Stage 1 Teacher Training – Week 5 Notes

 

7407 – Stage 1

 

Lesson 05

 

Date Tuesday, 08 October 2002

 

 

Re-cap from last week

 

Aim – not measurable

Kirsten’s Aims: To introduce the concept of evaluation

To provide an opportunity for practical teaching

 

Outcomes – measurable (Objectives)

Kirsten’s Outcomes: List key features of evaluation

Differentiate between qualitative & quantitative questions

Critically evaluate the use of questions in teaching

 

 

Main points covered this week

 

Evaluation

 

Using questions effectively to teach

 

 

This week in detail

 

We are going to look at putting together self-evaluation questions. After break you are going to teach something using questions.

 

 

We briefly covered in more detail what is needed for Unit 102.

 

For task 102 – You need to have:

 

4 hours of evaluated lesson plans including…

1 hour of lesson observed and evaluated by Kirsten

1 hour of lesson observed and evaluated by Mentor

16 hours of lesson plans – signed off by a peer or line manager

 

 

Evaluation…

 

Why?

  • To highlight any improvement opportunities.
  • Have we achieved our outcomes?
  • Feedback
  • Met learners needs
  • Monitor progress (or lack of)
  • Familiar with content

 

When?

 

  • Ongoing…
    • At the end of every session.
    • At break times

 

Where?

  • On site (for learners)
  • At home (self)
  • On the bus (self)

 

How?

 

  • Questions
  • Oral
  • Written
  • Anonymous feedback
  • Observation – Attitude
  • Observation – Happiness
  • Observation – Were barriers to learning addressed?
  • Observation – Were basic skills needs of learners addressed?

 

 

Assessment is not evaluation. Assessment is something that we would pin unto individuals. Have they learned anything? Assessment is attaching Learnt, learn, learning. Evaluation is something that is a lot more than Assessment.

 

Evaluation of:

 

Yourself

Learning (was it effective)

Effectiveness of resources

Effectiveness of external resources

Refreshments

Lighting

..things that are out of your control

 

 

NEXT WEEK KIRSTEN IS GOING TO EVALUATE OUR PERSONAL DEVELOPMENT JOURNALS

 

Think about all the areas that you have to evaluate. Make a questionnaire for your peers to answer about how you are doing. Questions for yourself or Questions for your learners.

 

 

  • Peers
  • Self
  • Learners

Evaluation of lessons

 

Posters 

 

Peers (Leo, Julia, Richard)

 

Did I communicate effectively with my learners?

 

Well   Could Be Better Poorly

 

Through use of Visual Aids

 

Through verbal instruction

 

Through practical demonstration

 

 

 

Did I achieve all the outcomes on my lesson plan? Yes No

 

 

Did I take into account the needs of my learners?

 

Yes Could Be Better No

 

Basic Skills Needs

 

Equipment Needs

 

Environmental Needs

 

Emotional Needs

 

Social Needs

 

 

Was the level of my lesson at an attainable level for my learners?

 

Yes No

 

 

Had I done enough preparation of materials for the lesson? Yes No

 

 

 

Learners: (Jill, Mary, Mohamed)

 

Did you find the handout useful?

 

What parts of the lesson did you enjoy?

 

How did you like the classroom?

 

What was your favourite activity?

 

What did you learn from todays lesson?

 

Did you understand the lesson?

 

Any other comments?

 

 

Course evaluation

 

How did you rate the classroom?

 

How did you rate the contents of the course?

 

How did you rate the tutors knowledge of the subject?

 

How did you rate the quality of the material provided?

 

How did you rate the facilities provided?

 

Any other comments?

 

 

Session Evaluation

 

What content of session V Good, Good, Fair, Poor

 

Did I tell you what you were going to do? Yes No

 

Quality of handouts V Good, Good, Fair, Poor

 

Were handouts clear? Yes No

 

Could you hear the tutor? Yes No

 

Was there any area of the session you didn’t understand? Yes No

 

Comment

 

 

Self (Hina, Shanaz, Sylvia)

 

Did I manage to identify my learners needs? Yes No

 

Did I spend enough time planning and designing my lesson time Yes No

 

Did I deliver within the time scale? Yes No

 

Did I meet my objectives? Yes No

 

 

Learner (Hina, Shanaz, Sylvia)

 

Did you learning anything and understand the lesson plan today? Yes No

 

Did you like the different varieties of teaching styles? Yes No

 

Was the pace of delivery comfortable? Yes No

 

Were you happy with the feedback questions? Yes No

 

 

Peers (Hina, Shanaz, Sylvia)

 

Did I identify my learners needs? Yes No

 

Were the objectives clear? Yes No

 

Did I Incorporate enough methods in my lesson? Yes No

 

Was the Information clear and to your understanding? Yes No

 

Comments

 

Self-evaluation checklist

 

Record with a tick in the appropriate column the comments which come closest to your opinion of your performance in each of the following areas:

 

How well did I ……?

 

 

 

1. link this session to other sessions ____ ____ ____ ____ ____

2. introduce this session ____ ____ ____ ____ ____

3. make the aims clear to the students ____ ____ ____ ____ ____

4. move clearly from stage to stage ____ ____ ____ ____ ____

5. emphasise key points ____ ____ ____ ____ ____

6. summarise the session ____ ____ ____ ____ ____

7. maintain an appropriate pace ____ ____ ____ ____ ____

8. capture the students’ interest ____ ____ ____ ____ ____

9. maintain students’ interest ____ ____ ____ ____ ____

10. handle problems of inattention ____ ____ ____ ____ ____

11. ask questions ____ ____ ____ ____ ____

12. handle student questions and responses ____ ____ ____ ____ ____

13. direct student tasks ____ ____ ____ ____ ____

14. cope with the range of ability ____ ____ ____ ____ ____

15. monitor student activity ____ ____ ____ ____ ____

16. use aids as illustrations ____ ____ ____ ____ ____

17. make contact with all class members ____ ____ ____ ____ ____

18. cope with individual difficulties ____ ____ ____ ____ ____

19. keep the material relevant ____ ____ ____ ____ ____

20. use my voice and body movements ____ ____ ____ ____ ____

21. check on student learning ____ ____ ____ ____ ____

22. build up student confidence ____ ____ ____ ____ ____

23. convey my enthusiasm ____ ____ ____ ____ ____

24. provide a model of good practice ____ ____ ____ ____ ____

 

 

 

 

What do questions do?

 

Questions force learners to:

 

  • Dig Deeper – Make learners thing
  • Change thinking – they can change they way that we think
  • Check out assumptions – a question may be posed to check the way in which they have made their assumptions. Explore this from questions…
  • Relate new information to other ideas – Think about posing a question that is going to link information.
  • Form theories – research questions help to form queries
  • Evaluate concepts

 

Questioning Techniques

 

There are many ways of helping learners to develop better, fuller and more confident answers. Some of these techniques are listed below.

 

Now ask yourself if you use any of these techniques. Do you:

 

  • Prompt – even when asking open questions you can hint at the kind of answer you are looking for by supplementary questions, e.g. “what about…?”, “Had you thought of…?”.
  • Pause – giving time to learners to assemble their responses.
  • Seek clarification. If an answer is unclear ask more questions, designed to help the learner work out what they think and why, e.g. “Do you mean…?”, “You seem to be saying…”, “Is that right?”, “What do the rest of you think?”.
  • Refocus. If the answer leads away from the point you are discussing, there are ways of leading the group back, e.g. “That was worth bringing up. Now, what about…?”.
  • Accept – never reject an answer out of hand. Treat every response as if it has some value, and say something encouraging before going on to clarify, or to seek other answers.

 

Preparing written questions

 

You should check that all written questions you prepare:

 

  • Are relevant to the learners’ needs, and the topic you are teaching.
  • Tell learners clearly and unambiguously what you want them to do.
  • Are directed towards specific learning outcomes.
  • Give learners scope to think creatively.

 

Using questioning during a lesson

 

For your answer to the above activity you could have noted the reasons suggested below:

 

In the introduction:

Questioning is a good way of recapping on earlier sessions. You can:

  • Discover how much learners know about a new topic.
  • Remind learners what they should know.
  • Encourage learners to want to learn something new.

 

During the development of the session:

Questioning throughout a session helps learners to learn by thinking for themselves rather than just absorbing what you tell them. You can also find out at each stage if:

  • All learners remember what you have covered.
  • The stage needs to be taught again.
  • You are pacing your teaching appropriately.
  • Your teaching methods suit the class and the topic.
  • Any learners are having problems with their learning.

 

After the conclusion of a session:

Questions are the conclusion of a session could:

  • Help to remind learners what they have covered in the session.
  • Tell you how much revision you will need to do before you move on.

7407 Stage 1 Teacher Training – Week 4 Notes

 

7407 – Stage 1

 

Lesson 04

 

Date Tuesday, 01 October 2002

 

 

Main Points covered today:

 

 

 

Today:

 

Recap of last week’s material.

Session Planning..

Whats the point?

 

  • To provide clear learning goals and outcomes
  • To prevent veering off-track
  • Time

 

What to we need to know about session planning?

 

  • We need to develop lesson plans

image001

 

A fail to plan, is a plan to fail

 

 

Aims and Outcomes

 

When we come out to observe you we will look very critically at your Aims and Outcomes.

 

An aim is a statement of intent. An aim is not measurable. The aim is a general “overview” of what will be learned.

  • “Learners will be aware of…”
  • “They will have knowledge of…”

 

 

An outcome describes what the learner will be able to do at the end of the session. An outcome is measurable.

  • “Learners will be able to…”

 

 

SMART outcomes. We talk about our outcomes as being smart. This means they are:

  • Specific
  • Measurable
  • Attainable
  • Realistic
  • Trackable / time constrained

 

When Kirsten says your outcomes need to be smart, it means the above list. With time constrained Kirsten wants to see that there are time allocations for a certain activity. Allocating time for each activity so that you do not “go off the beaten track”

 

 

3 Domains

 

When we are actually planning our sessions there are 3 areas that we need to plan within.

 

When thinking about outcomes, think about the three domains.

 

 

Cognitive Domain Affective Domain Psychomotor Domain

 

Knowledge Attitude Skills

 

Simulation Demonstrate

Written questions Roleplay

Handouts Video

Discussions

Group activity To become professionals

Projects / Assignments show them what it is

like being professional.

 

 

Lesson plans need to be planned out within the three domains.

 

Illustrative Verbs for Specific Objectives

 

Cognitive Domain

 

  • Knowledge
    • Defines, describes, identifies, labels, lists, names, outlines, selects
  • Comprehensions
    • Converts, defends, distinguishes, estimates, explains, extends, generalises, gives new examples, infers, paraphrases, summarises
  • Application
    • Changes, computes, demonstrates, discovers, manipulates, modifies, predicts, prepares, produces, relates, shows, solves, uses
  • Higher than Application (Analysis, synthesis & evaluation)
    • Breaks down, discriminates, infers, outlines, relates, separates, Categorises, combines, devises, designs, modifies, plans, rewrites, summarises, Appraises, compares, concludes, justifies

 

Affective Domain

 

  • Affective

 

Psychomotor Domain

 

  • Psychomotor

 

 

AIMS AND OUTCOMES

 

Note: Aims – Intent

Outcomes – what the student will actually be able to do

 

Which of the following are the aims and which are the outcomes?

 

Aim Objective

 

  1. To introduce the students to the concept of education
  2. Students will wire a 13 amp plug in the workshop to required safety standards
  3. To give students an introduction to Information Technology
  4. Students will design a questionnaire for market research purposes and use it on a sample of the general public
  5. Given ten thermometers reading different temperatures, students will read each thermometer with accuracy
  6. To explain the differences between aims and outcomes
  7. City and Guilds 7307 students will write outcomes containing 3 components of their own lesson
  8. Students will use the internet to research 4 artists using similar working methods
  9. To commence an analysis of the effect of colour on white objects
  10. To improve students confidence in interview techniques

 

 

 

Second part of lesson

 

Lesson plan

 

Design one of your lessons

 

 

 

 

 

Task 102 given this week

 

Due: Week 8 (5 weeks)

 

Session plan and teaching

 

Prepare session plans or individual action plans for 4 hours teaching and deliver at least one session, which will be observed.

 

In a nutshell:

 

Effectively evaluate how the lessons have gone, especially the observed lesson. Refer to feedback. Make effective changes, taking into consideration that you have evaluated your learners needs.

 

Write a rationale for the lesson plans – Reasons why have you done them

The lesson plans

Evaluate (see week 5) – What changes you are going to make

Goal of Session Planning

 

  • Aims / outcomes
  • Reference to content or subject matter
  • Times (Start and Finish)
  • Content / Jargon

 

 

Lesson Plan

 

 

Time Subject Matter Student Activity Teacher Activity Resources