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Saturday, March 2, 2019

Rationale Scheme of Work Essay

The rationale for my system of work (see appendix 1) is to chance on both the learners unavoidably and the curriculum requirements. Edexcel is the awarding body who supply the course which gives the framework for delivery and assessment of the subject matter. The Edexcel ITQ Level 2 security curriculum requirements bequeath be met by learners completing practical work- associate tasks. They get out learn by completing projects and assignments that are based on lifelike workplace situations, activities and demands. The content and structure are the most obvious features of whatsoever turning away of Work, since it is the whole syllabus of what is going to be delivered, how it is going to be delivered and when it will be delivered, therefore I feature handlingd a logical format according to Gray (2005) the teacher has the ultimate duty to organise & sequence the course as a whole, so that the counselor is clear from lesson to lesson.According to Gray (2005) the Aims, Obje ctives and Methods are a fundamental develop to the training of lessons, however also stipulates that they are necessary for the construction of the Scheme of Work. It is important that my scheme of works conveys a balance of learning objectives, much(prenominal) as behavioural, cognitive, affective or personal growth. Another aspect that needs to be taken into account in designing a scheme of work is the structure. I will start off with easier topics and build up to more difficult ones and at the same time, show a all in alliance between the topics building in revision to aid the learning process, Bruner (1966) called this the genus Helix curriculum. Therefore I have organised my scheme of work in a spiral manner so that the learner continually builds upon what they have already learned.The subject for my observed session is Presentation Software, This unit is about the skills and knowledge required by an IT user to select and use a wide range of intermediate presentation so ftware tools and techniques efficaciously to produce presentations which include a combination of media (e.g. images, animation and sound) for education, entertainment or information sharing) and are at times non-routine or unfamiliar. I will set out the Aims and Objectives of the session plan (see appendix 2) to meet the particular curriculum requirements of the Presentation module (see appendix 3). To meet the aims and needs of individualist learners the session will allow learners use their skills for real purposes and action advantage as a resultof using their skills effectively.I will put out the session by communicating the Aims and Objectives to learners both verbally and by masking them on a PowerPoint slide, I will Incorporate discussion strategies into this voice as this can help learners enhance their speaking and listening skills.Reece & footnote (2006) suggests that the negotiating process should be modelled in five stages. The stolon is preparing for negotiat ion which is universe aware of what the schoolchild needs to achieve, the second stage consist of the first session with the learner where a good rapport needs to be made with the learner. Then follows the contract part where actual SMART targets are agreed. These I will incorporate into the Aims and Objectives. The last two stages are the supervise learning which will carry out during the session by assessing the learners done discussion. Question and answer and observation. The final review which can be a discussion of a formal assessment.I will recap preceding(prenominal) sessions as according to Knox (1977) effective adult learning entails an expeditious chase for meaning in which new tasks are somehow related to previous activities. Prior learning experiences have the potential to enhance or intervene with new learning. The recap will be in the form of a quiz, whereReece & Walker (2006) explains how we may be using words that create barriers in learning.We must avoid using male dominated language for eccentric words like craftsman should be changed to craft worker and men should be replaced with workforce and also using they instead of him/her. Petty (2009) focuses on this along with the role of a teacher not to discriminate against fly the coop and ethnicity and the promoting the use of multi heathenism in their particular the subject area. Integrate learning by linking knowledge within and between the functional areas. Spend time planning and developing their work. Make choices, think creatively and act independently.Expert teachers broadly are comfortable with a wide range of instructional strategies, and they set forth them skillfully with the nature of the learning task and learners needs (Berliner, 1986).Tomlinson, Carol Ann. identify Classroom Responding to the Needs of All Learners. Alexandria, VA, USA Association for Supervision & course of study Development, 1999. p 61. http//site.ebrary.com/lib/staffordshire/Doc?id=10115178&pp g=68 Copyright 1999. Association for Supervision & class Development. All rights reserved.Independent practice that allows students to extend skills or knowledge on their own Differentiation is the process whereby teachers meet the need for progress through the curriculum by selecting appropriate pedagogy methods to match the individual students learning strategies within a group situation. J.Visser, Differentiation and the Curriculum, University of Birmingham, 1993why differentiate?Every learner is an individual and has his or her own specialised learning needs. Each will be influenced by previous experiences including cultural influences. Differentiation involves the art of giving each of these individuals an equal opportunity to achieve and engage in the learning process. This is why the Further Education bailiwick Training Organisation standards 1 state that teachers and trainers should select appropriate teaching techniques to accommodate the different ways individuals lea rn use a classification of teaching methods to meet the needs of groups and individuals, and to provide an environment in which all learners have the opportunity to experience success.Effective adult learning entails an active search for meaning in which new tasks are somehow related to earlier activities. Prior learning experienceshave the potential to enhance or interfere with new learning. (Knox, 1977 as quoted in Brookfield, 1986).Instruction should be designed to facilitate extrapolation and or aim in the gaps (going beyond the information given). Bruner (1973) Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, MA Harvard University Press. Bruner, J. (1973). Going Beyond the Information Given. New York Norton.(Knox, 1977 as quoted in Brookfield, 1986).Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given).

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