Teacher Training Assignments: Complete Examples for PGCE, PTLLS, CTLLS, & DTLLS

Teacher Training

ASSIGNMENTS

Complete Examples for

PGCE, PTLLS, CTLLS, & DTLLS

SEZAI D. ARAMAZ

Copyright © 2014, 2015 Sezai D. Aramaz.

All rights reserved. No part of this book may be reproduced, stored, or transmitted by any means—whether auditory, graphic, mechanical, or electronic—without written permission of both publisher and author, except in the case of brief excerpts used in critical articles and reviews. Unauthorized reproduction of any part of this work is illegal and is punishable by law.

ISBN: 978-1-4834-4036-1 (sc)

ISBN: 978-1-4834-4035-4 (e)

Library of Congress Control Number: 2015918059

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CONTENTS

ACKNOWLEDGMENTS

PREFACE

INTRODUCTION

Principles of Learning

Behaviorism

Pavlov’s Experiment

Watson’s Research

Watson Induced a Phobia

Watson’s Study

B. F. Skinner’s Studies

Teaching Methods

Group Discussion

Brainstorming

Video Presentations

Games

Assignments

Demonstrations

Question and Answer

Assessment

Diagnostic Assessment

Evaluation

Validity

Reliability

Formative Assessment

Validity

Reliability

Norm-Referenced Assessment

Criterion-Referenced Assessment

Reflection and Reflective Practice

Self-Development

To Be a Good Teacher

MODULE TO ACHIEVE (PTLLS)

Preparing to Teach in the Lifelong Learning Sector (PTLLS)

Assignment 1

Roles and Responsibilities

Boundaries of the Role

Additional Learning Support

Student Counseling

Career Advice

Financial Support

Careers advisor

Additional Learning Support

Records Supervisor

Ground Rules

Professional Code of Practice

Current Legislative Requirements for Teachers

Documentation

Registration

Scheme of Work

Lesson Plans

Record of Assessment / Tracking Document

Group Profile

MODULE TO ACHIEVE (PTLLS)

Portfolio

Assignment 2

Scheme of Work Rationale

TEACHING STRATEGIES AND RESOURCES

Assignment 3

Section 1: Teaching and Learning Strategies

Teacher-Centered Versus Student-Centered Learning

Teacher-Centered

Student-Centered

Kolb’s Cycle

Multisensory Approaches

Left-Brain / Right-Brain Activities

Q and A

Practical Work

Barriers to Learning

Maslow’s Hierarchy of Needs

Application

Evaluation

Teacher-Centered

Modification and Improvements

Section 2: Learning Resources

Application

Evaluation

Section 3: Communication

My Own Communication Style

The Effects of Student Attitudes on Learning and Motivation

Action Plan

TEACHING A SPECIALIST SUBJECT

Assignment 4

Teaching a Specialist Subject

Section 1

The Course C&G 2330 Levels 2 / 3

Education Provision Links with the Professional World

Qualifications Framework

National Database of Accredited Qualifications

Certificate in Electrotechnical Technology—Vocational 2, 3 (No. 2330)

General Information

Smartscreen (security password protected)

The Tutor SmartScreen support

The learner SmartScreen support

The SmartScreen can also help

Assignment 5

Role Analysis

Three Comparative Roles

1- Media: Film Studies

2- Art & Design

3- Child Care

Teaching Practice Record

Teaching Log Example

Lesson Evaluation Report

CURRICULUM DEVELOPMENT FOR INCLUSIVE PRACTICE

Assignment 6

Curriculum Development for Inclusive Practice

Comparison: Have Differing Curriculum Offers

Criterion 1

Title of Course: Certificate in Electrotechnical Technology

The Market Need of the Course

WIDER PROFESSIONAL PRACTICE

Assignment 7

Wider Professional Practice

Criterion A

Place of Incident

Professional Values and Practice

Learning and Teaching

Planning for Learning

Assessment for Learning

SECTION 4: COURSE REVIEW ACTION PLAN

The Leitch Report From 2000

ACTION RESEARCH

Assignment 8

Action Research

Literature Review

Methodology

Action and Data Collection

Analysis of Data and Results

Action Research

Group Profile

C&G 2330 Level 2, Unit 201 exam results

Preliminary Essay

Action Research Cycle

Ethical and Political Concerns

Political

Confidentiality

Internal Politics

Quantitative and Qualitative Data Collection

ASSIGNMENT 9

Portfolio

PGCE

EVALUATION OF A TEACHING AND LEARNING SEQUENCE

Assignment 10

Section A

Inspiration, Motivation, and Challenge

Progress of Pupils

Meeting the Needs of All Pupils

Section B

In-Class Instructional Time

Positive Feedback

Questioning

Teacher-Pupil Relationships

Creating Success

Progress Monitoring

Teaching Pupils with Disabilities

Qualitative Methods

Self-Reporting

The Teacher Performance Record

Coding Videotaped Interactions

Reliability

CRITICAL INCIDENTS

Assignment 11

CRITICAL INCIDENTS NO. 1

DTTLS

CRITICAL INCIDENTS NO. 2

DTLLS

CRITICAL INCIDENTS NO. 3

PGCE

CRITICAL INCIDENTS NO. 4

PGCE

REFLECTIVE ANALYSIS

Action Research

Reflective Analysis

Mentor

Reflective Analysis

Wider Professional Practice

APPENDIX A

Examples

Continuing Personal and Professional Development (CPPD)

Ground Rules

Examples

APPENDIX B

Blank Forms

CPPD—Continuing Personal and Professional Development

Record of Contact

Workshop / Assignment / Assessment Checklist

APPENDIX C

Progress Report and Tracking

References and Resources

Further Readings

Journals

ABOUT THE AUTHOR

In memory of my mother and father

ACKNOWLEDGMENTS

I would like to thank all the editors who contributed to the development of this book.

I would also like to thank the members of Cukurova University, Adana, Turkey, for their contribution to the development of these teaching, learning, and assessment strategies, while I was carrying out research work in the electrical electronics engineering department, especially Prof. Dr. Hamit Serbest, who gave me the opportunity to teach and do research.

My gratitude also goes to Prof. Dr. K. Balasubramanian for his research guidance in facilitating the learning process in education and to Prof. Dr. Turgut Ikiz and Dr. Sarp Oral for their development of the course curriculum. I am also grateful to Dr. Sami Arica and Research Assistant Kamil Guven, who helped in the development of the questioning and assessment standards.

Thank you also Pouri Mashoof, Maz Shahsafdari, Sue Curant, Paul Martin, Steven Thompson and Kim Gallagher for giving me the opportunity to be part of a teaching and assessing team within Further Education.

Thank you also Alex Aidoo-Micah, Danny Gaskell, Keith Higgins, Ronald Colclough and Marylyn West for their continuous debates and discussions on further education curriculum design and course management.

Lastly, I would like to thank my family, my wife and children, for supporting me in tough times, especially when I was very ill.

PREFACE

This book was written for teachers, tutors, trainers, and assessors who are currently studying or may already be in the teaching profession to gain the PGCE and DTLLS qualifications, which includes PTLLS and CTLLS (Certificate in Teaching in the Lifelong Learning Sector).

This book offers examples of assignments and real scenarios and provides general ideas of the tasks. These examples should only be used for inspiration; they are not to be duplicated or handed in as one’s own work. However, the blank forms, which are in the appendix section, can be used as aids to help you prepare and produce your own documentation.

For simplicity, this book focuses on three subject areas: English, numeracy, and electrical installations, correlated against four other subjects. The method of teaching does not change for different subjects; however, the implementation of the teaching methods and teaching strategies given should be adapted for the specific subject. The examples within this text do highlight the importance of using the appropriate methods and strategies and the need to alter them and adapt different teaching techniques within the same lesson for different situations that arise. These techniques are embedded in all the assignments and clearly indicate the changes necessary to adapt to each situation.

All names in this book have been removed or changed to safeguard the identities and privacy of the individuals.

The assignments in this book are designed to cover the full teacher training course with the following modules:

• Preparing, Planning, and Developing Effective Teaching, Learning, and Assessment Strategies

• Personal Development and Professional Practice (Portfolio)

• Theories and Practices of Teaching and Learning

• Personal Development and Professional Practice

• Evaluating the Learner Experience

INTRODUCTION

This text is intended to support teachers and student teachers in completion of written assignments, improve their skills, and help produce high-quality professionals and excellent practitioners in each subject specialty. It gives teachers the ability to self-evaluate their professionalism in teaching and learning through carefully designed assignments and examples.

» Assignments 1 to 8 are directly mapped to the modules and outcomes of PTLLS, CTLLS, and DTLLS.

» Assignments 10 and 11, Critical Incidents and Evaluation of Teaching and Learning, will help with achieving the PGCE qualification.

Most organizations do not refer to the courses as separate entities but treat them as the same when employing their teaching staff. Generally, the PGCE qualification is preferred for teaching in primary and secondary schools, while those with DTLLS and PGCE qualifications can teach in higher educational organizations. The structures of the courses are very similar, but the assignments are different. DTLLS is theoretical-research based and is put into practice by applying known theories and trial and error. This is more suited for the post-16 educational sector. PGCE, however, is analytical research, which critically and coherently examines the teaching and learning cycle directly in the learners themselves.

No one is born to teach; teachers must be professionally trained to teach. Certain qualities are needed to be a professional teacher, and training programs aim to identify these areas and develop skills in teachers to achieve this goal. Training programs do the following:

• influence and improve professional practice in post compulsory education

• promote the concept of professionalism

• enable learners to develop their own teaching and assessment skills

• enhance learners’ ability to self-develop learning skills

• encourage learners to apply theory to their practices

• encourage professional collaboration and a commitment to engaging with a wider professional practice

• enable and encourage continuing professional development

• develop knowledge and understanding of the subject specialty

• motivate learners and encourage them to achieve their goals

The course program modules cover the following:

• roles, responsibilities, and relationships in educational training

• how to facilitate learning and development

• inclusive teaching and learning approaches in education and training

• principles and practices of assessment

The full course is assessed by a number of assignments, ongoing reflective journals, and a teaching practice portfolio. You will have to provide evidence of at least one hundred hours of teaching and will be observed eight times throughout the course. Your teaching must include groups of learners and clearly indicate learners’ progress.

The assignments within this book explain recurring processes of experience, reflection, analysis, and application of theoretical principles to teaching, as well as learning and professional practice perspectives. These key evaluative processes are analyzed within each module and related coursework. Readers are encouraged to correlate these written examples of assignments/coursework with their own teaching and learning and make room for self-development.

When writing each individual assignment or doing the coursework, readers should ask themselves these questions:

• What is this assignment for?

• What should I be researching?

• What will I learn from this?

Important practical views are notes from experienced lecturers. Topics covered within this text include the following:

• principles of learning

• teaching methods

• assessment

• reflection and reflective practice

• self-development

PRINCIPLES OF LEARNING

This section covers identifying the prominence of relevant principles of learning and examines in detail how these principles affect the planning of teaching. The chosen areas of study for this section are behaviorist, cognitive, and humanist theories of teaching. This section explores how they influence the motivation of learners within the lesson and how the principles have affected classroom teaching.

The three main theories of learning are behaviorism, cognition, and humanism.

They are represented by Ivan Pavlov, John Watson, and B.F. Skinner (behaviorists); Jean Piaget and Jerome Bruner (cognitivists); and John Dewey, Abraham Maslow, and Carl Rogers (humanists).

BEHAVIORISM

Ivan Pavlov and John Watson believed learning was a relatively permanent change in behavior due to experiences. They also believed that learning took place as the result of a response to a specific stimulus.

Repeated experimentation testing the stimulus-response (SR) cycle of animals showed the organisms were conditioned to repeat the same response whenever a particular stimulus was present. Their research indicated that behavior could be modified and learning could be measured by observable changes in behavior.

The theoretical framework of behaviorism first appeared in the late nineteenth century and gained momentum in the early twentieth century. Pavlov, Watson, and, to some extent, Edward Thorndike were widely acclaimed as being pioneers in understanding the process of learning through conditioning. Their experiments concentrated mainly on animals—for example, Pavlov’s dogs, Watson’s rats, and Skinner’s pigeon—and children and were based on a series of stimuli given to condition a response. Skinner’s research became prominent later; his work is used globally for questioning and answering strategies.

PAVLOV’S EXPERIMENT

Ivan Pavlov proved he could produce a change in a dog’s behavior by offering a stimulus and following it with a reward when the dog provided the correct response. When Pavlov struck a tuning fork, the dog reacted in a particular way and was rewarded with food for this reaction. The pattern was repeated a number of times, until Pavlov noticed that when the tuning fork was struck, the dog began to salivate immediately. By then, the dog was expecting to receive food. Pavlov then struck the tuning fork but did not give the dog a reward. However, the dog still began to salivate. Pavlov found the dog salivated whether or not the animal received food. The dog had been conditioned to react to the stimulus. This process is now called classical conditioning.

WATSON’S RESEARCH

John Watson was influenced by Pavlov’s work and continued his research on animal behavior. Watson believed consciousness played no part in learning and that intrinsic values were immeasurable and therefore were also inconsequential in the learning process. Experiments were to be confined to objective observations of the result of stimulus and response (Minton 1991: 215).

Watson’s most notorious experiment involved a one-year-old child and a white rat. It was carried out to prove Watson could condition a child to behave in a certain way whenever the stimulus of seeing the white rat and hearing a loud noise were produced at the same time. The child was allowed to play with the white rat for a short time at the beginning of the experiment. The child was quite happy, holding the rat and allowing it to run up and down his arms at will. At a set time after the rat was introduced to Little Albert (as the child in this experiment was to become known), a steel bar was struck against another metallic object, producing a loud noise. The child jumped and looked around to see what had happened. This was reproduced every time the rat was introduced. Eventually, the child became extremely agitated and most times started to cry at the sight of the rat, whether or not the loud noise accompanied its presence.

WATSON INDUCED A PHOBIA

The experiments carried out by Watson clearly indicated the opposite of learning by conditioning. He was convinced that learning could not be achieved, and this was what he was trying to prove. The end results from his experimentation on the child and rat proved that learning had taken place but with fear and a phobia for the child.

This sort of teaching and learning strategy should not be used; however, Pavlov’s theory worked.

Historical research should not be confused with today’s difficulties in understanding the learning process.

WATSON’S STUDY

Watson’s study of behavior was more useful for understanding mental health and behavioral difficulties seen in individuals with psychological issues than how to facilitate the learning process in education.

B. F. SKINNER’S STUDIES

B. F. Skinner is best known for the famous Skinner box and his operant conditioning theory. Operant conditioning occurs when a response to a stimulus is reinforced. It is simply a feedback system, where a reward or reinforcement follows the response to a stimulus, making it more probable that the response will be repeated in the future. This is the basis of his operant conditioning theory. Would you believe Skinner used these reinforcement techniques to teach pigeons to dance and bowl in a miniature bowling alley?

Reinforcement is the key element in Skinner’s theory. A reinforcer is anything that strengthens the desired response. Positive reinforcement for learners