All 3 entries tagged Reflections

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November 17, 2005

LAN 4.1 Students current numeracy and literacy skills

Students being referred to e2e can operate between Entry 1 and Level 2. Often the students at the higher end of basic skill assessment scores have extensive social needs that e2e needs to address. Those scoring Entry 1 and 2 often have social needs plus basic skills support needs. Often no-one at school has actually worked with them as to where they can develop, but have dismissed them as being disruptive. Low basic skills, social problems and behavioural/medical issues all have to be looked at.
November 4th session considered ESOL students and how these could be supported although such students wouldn't necessarily be seen as appropriate candidates for e2e in th LSC's eyes. We also had a good overview of the Skills for Life initiative in a previous session, highlighting the governments commitments to upskilling the nation.
Looking back at the assessments we use with students after attending these sessions, I think it is important to establish levels from the start of their time with you. However, they need to be given activities where there are plenty of opportunities to succeed in and amongst standard basic skills tests that they may struggle with. Equally when going through their results, feedback needs to be given in the form of celebrating what the students can already do and how we can build on this.

October 27, 2005

Learning Activity 1.3

Independent Study
For my independent study, I would like to do some research on the proposed reforms to education for 14 to 19 year olds. I intend to look at:
-Why reforms have been made
-Why current and previous models for engagement of young people in employment/ purposeful education have been unsuccessful
-The main challenges & rewards for teachers delivering to 14 to 19 disaffected young people
I intend to draw upon the experience of e2e colleagues, current literature and attitudes of 'mainstream' colleagues amongst other sources for this work.

Learning Activity 2.2

Learning & Learning Difficulties
Looking at Learning Theories briefly in my 7407 I must admit that I didn't have an awful lot of time for it as I was very much on a steep learning curve, having only being in my teaching post for a few months. On revisiting this area in a greater detail for Stage 3, I still approached the topic with trepidation…the textbooks I was referring to were a bit hard going. The classroom session with Julie managed to sort the wood from the trees and I developed a better understanding of less familiar theorists (Dewey, Gagne) and explored Piaget a lot more.
I have outlined in my assignment which theorists I feel I can relate to with my e2e teaching. The humanistic approach, where the teacher pays a lot of attention to creating a comfortable learning environment is very e2e. I provide breakfast for monday morning sessions, sweets and drinks for other sessions and as a result, student participation improves.
I am a big believer in the incentivising of learning (Days out based on regular attendance in formal sessions) and know I can't preach to teenagers. This is why taking a role as a facilitator to learning gets a better level of interest from my students than more traditional, formal methods. The students are regularly involved in evaluating their course with Connexions and set their own learning targets which further increases this sense of student autonomy.
I do include behaviourism to a lesser extent, particularly the modification of student behaviour. Rather than focus my attention on poor behaviour from individuals, I make sure that the compliant students are praised and reinforce this via incentive schemes and cash bonuses.

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  • Hi Charlotte I am currently mentoring a student doing the 7407 Stage 3 and wondered if I could have … by Ash Phillips on this entry

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