Final Tutor observation reflection

I feel this session went was quite successful. Some thought went into the different tasks/activities to present to these students as they are of mixed ability. Also with the students being more “mature”, tasks such as producing posters is not favourable. They would prefer to write assignments than produce posters. The students have been used to pedagogical style of teaching, according to the Concise Oxford Dictionary “Pedagogy is the theory of science of teaching”, cited in Petty, G. (2009) Teaching Today, A Practical Guide, fourth edition. Therefore they are not used to participating  in a Quiz, or watching an informative you tube video, therefore they are not used to participating in a quiz, or watching an informative You Tube video, therefore it was extremely difficult to find material/resources that would be appropriate, but it did appear to be appropriate for the students and the feedback was extremely positive. Especially the You Tube video. One student commented that she learns much more effectively if something is interesting and fun. Also differing learning styles, were used, visual, auditory and kinaesthetic. According to Coffield, F (2004) learning styles were reviewed. Part of this research looked at how students learn and he identified these were “whole brain” in their approach rather than the old style “type and match”. “Whole brain: there are different ways of thinking and there are different preferences, but we can do all of them. We learn when given a topc best and enjoy learning most, students learn best if they are taught in their preferred learning style, therefore teachers are required to know students preferred style and match the teaching to this. “Coffield, F. (2004) cited in Petty, G. 92009) Teaching Today, A Practical Guide, fourth edition.

The strengths identified were very pleasing. Observing Tutor wrote there were clear aims and objectives set out at the start of the lesson, the video clip was appropriate, the use of effective communication and humour were incorporated, the fact the students questioned 3 or 4 pieces of legislation when the Trainee Tutor had stated 4 but Unit booklet said 3 so the mistake was the Trainee Tutor’s, and research had taken place prior to the lesson as more up to date legislation is now in place.

Developmental points are all relevant and valid. 3 students were late which was not initially challenged although all three did offer an explanation after a few minutes. To include more equality and diversity especially whilst discussing diet as it would be a good opportunity to include E&D. There was also an issue regarding timescale set for research, the students were requested to independently carry out research and some left the classroom without absolute clear definition as to the time to return, or their whereabouts i.e. Open Access or Library. All points have been digested and consideration paid to this  area.

Feedback from learners was positive, they enjoyed the interaction of participating in a quiz, the variety of watching a video clip and general discussion. Storytelling in teaching was also used in order to attempt to link theory to practice, especially in view of the fact these students do not benefit from a “hands-on”placement. With storytelling according to the U.S. Department of Education (1986) state “even students who have low motivational and weak academic skills are more likely to listen, read,write, generally work harder in the context of storytelling. United States department of Education )1986) cited in Children Tell Stories. Teaching and using Storytelling in the Classroom. Hamilton, M and Weiss, M (2005). Richard C. Owen Publisher Inc. New York. Storytelling and the use of “props” will continue to be used as it is found to be the most effective method of teaching for this group. More assertion will be used when setting students research tasks and clearer definition of return time.

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Final mentor observation

I felt this session went well. It is difficult to “plan” for a workshop, the lesson plan was not as comprehensive as I would have liked. But I found great difficulty in planning for a workshop. I did write on the whiteboard the aim of the session which was to either for learners to catch up or consolidate all they have learnt within the unit.

In some ways I suppose the observer can identify learning has taken place on a 1-1 basis but it is not as effective as “delivering a session”. I am pleased strengths have been identified, that I was supportive and she identified “learning has taken place”, and the fact I was able to differentiate between learners there were not any developmental points raised.

I feel although it was a difficult lesson to plan, generally I got a lot out of talking to the students on a 1-1 basis as there is very little time to have the opportunity to do this. It allows the students to talk open and honestly about their course, progress, achievements and goals and I feel it strengthens the rapport between students and tutor.

I will endeavour to incorporate more 1-1 sessions in future.