For this assignment we were asked to write a example scheme of work and 2 session plans within our specialist area with a justification for the scheme of work and its links to the sessions created.
We also had the opportunity to participate in a team-teach. In our group of 3 we did how to make butter cream for a chocolate yule log.
In my SOW I included:
• Initial assessment to identify strengths and areas for development in prior learning of both curriculum specific and essential skills
• Developing and assessing essential and generic skills for lifelong learning and work experiences (through various research methods – internet, books, video clips)
• Resources including workshops and performance case studies.
• Integrating minimum core skills
• Including opportunities for e-learning and using technology
• A variety of teaching and learning approaches, learner-centred and learner-directed
activities, plans for differentiating learning and plans for meeting individual needs
• An assessment programme that uses a wide range of assessment for learning
approaches, including peer assessment opportunities and self-evaluation though a performance
• Strategies for providing individual feedback and target setting for improvement.
I feel I can efficiently justify how my scheme of work is coherent in providing opportunities for learners to practice their minimum core skills, and to feel they are getting an individual learning experience that makes allowances for differentiation and opportunities for progression in their learning experience. I also feel this scheme of work matches internal and external requirements and identifies ways in which session plans can be adapted to meet individual needs and personal reflection in terms of their learner journey.
If we had more time with the team teach we would look further into how to obtain feedback from learners to develop our practice as training teachers. We did use classroom assessment though the use of quizzes and peer assessment giving us content-specific feedback about the session. With more time we would develop open ended questions for students to answer at the end of the session to encourage feedback about activities and how this benefited their learning. I feel from this team teach I am more aware of my practice and how I could use a variety of techniques to assess what has been learnt in my session today? With each experience you learn a new way to make adaptations to meet a diverse range of needs. This is done firstly by giving students confidence by having high expectations for their learning. This is done by giving clear and focused differentiated learning with close monitoring of that learning. I will look to use alternative strategies when I feel there might be a gap in students learning.
We also had the opportunity to participate in a team-teach. In our group of 3 we did how to make butter cream for a chocolate yule log.
In my SOW I included:
• Initial assessment to identify strengths and areas for development in prior learning of both curriculum specific and essential skills
• Developing and assessing essential and generic skills for lifelong learning and work experiences (through various research methods – internet, books, video clips)
• Resources including workshops and performance case studies.
• Integrating minimum core skills
• Including opportunities for e-learning and using technology
• A variety of teaching and learning approaches, learner-centred and learner-directed
activities, plans for differentiating learning and plans for meeting individual needs
• An assessment programme that uses a wide range of assessment for learning
approaches, including peer assessment opportunities and self-evaluation though a performance
• Strategies for providing individual feedback and target setting for improvement.
I feel I can efficiently justify how my scheme of work is coherent in providing opportunities for learners to practice their minimum core skills, and to feel they are getting an individual learning experience that makes allowances for differentiation and opportunities for progression in their learning experience. I also feel this scheme of work matches internal and external requirements and identifies ways in which session plans can be adapted to meet individual needs and personal reflection in terms of their learner journey.
If we had more time with the team teach we would look further into how to obtain feedback from learners to develop our practice as training teachers. We did use classroom assessment though the use of quizzes and peer assessment giving us content-specific feedback about the session. With more time we would develop open ended questions for students to answer at the end of the session to encourage feedback about activities and how this benefited their learning. I feel from this team teach I am more aware of my practice and how I could use a variety of techniques to assess what has been learnt in my session today? With each experience you learn a new way to make adaptations to meet a diverse range of needs. This is done firstly by giving students confidence by having high expectations for their learning. This is done by giving clear and focused differentiated learning with close monitoring of that learning. I will look to use alternative strategies when I feel there might be a gap in students learning.