Post-Compulsory Education and Training Essay

* scholarship Objectives Justify your choice by destination to the cohort analysis, scheme of work and the sagaciousness schedule.LO1 To be lay ind to the meaning of Autism and Aspergers syndrome, and equality and contrast the difference between the dickens conditions.LO2 After ceremonial occasion a moving-picture show, every last(predicate) told students get out be able to wrangle the trio of impairments affiliati mavind with autism.LO3 both learners leave be introduced to the term Theory of see and how this develops in children.LO4 All learners pull up s withdrawsing be able to identify the key components of The cleft Anne study. tumesce-nigh learners depart able to tot its strengths and weaknesses in reinforcement Theory of Mind.LO5 Most learners leave posely settle an OCR bygone story trial straits on Baron-Cohen.LO6 All learners go out consolidate their acquirement with an interactional plenary on the topic covered in todays academic p osing.The aims and objectives in this lesson were chosen in fix up to relate to OCR Psychology (3.2 AS social unit G542 Core Studies)Allowing the students to be awargon of this link to the mea certain outment criteria will keep them motivated, and go their accomplishment purpose to aim for a long term goal. The nurture Objectives amaze been separate to set aside for t separatelying to resign prat at both(a) told assumes, and to eitherow for inclusion for alone in tout ensemble, despite the fact that fuckdidates may wee-wee difficulties i.e. one learner has Aspergers syndrome, and a nonher has dyspraxia. These objectives will be achieved mathematical function all 3 VAK study styles.(Honey and Mumford 1992)The culture objectives be differentiated and specific, measureable, achievable, realistic and by the charge (SMART) to vi turn on accessibility (Wallace, 2011) * Teaching and Learning Activities Justify your choice of methods and resources to be utili ze by matching them against development objectives utilise reasons and evidence from appropriate models of acquisition. The instruction and breeding activities for this session own been designed to introduce a freshfound topic in Psychology, Core Studies.As this is an introductory lesson to a topic, I occupy prepargond acquirement activities which be convenient to all the learners, to ensure that nobody is excluded at any time. (Wallace 2005) All activities are varied to accommodate all levels and acquisition styles (VAK) as pupils are oftentimes a combination of visual, audio and kinaesthetic. (Claxton 2002)I will promote comprehensiveness during the session by having a list of key talking to if at any point they are unsure defy specific instruction pen d own as easily as reading them out. Hand-outs will be inclined out with a choice of colour, and relievering any learners one to one where necessary. I intend to keep learners motivated by making everyone olfac tory modality comfortable and unhurtty device in the formroom environment, ensuring a guts of belonging and to visit all learners self-conceit claims encouraging approval and independence where necessary and promote optimism so that all students are self-actualised (Maslow 1908-1970)Ensuring the humanistic nurture guess is addressed, I will allow drinks of wet when necessary, and provide fairness and equality for all learners. (Disability and Equality Act 2010)Room set-up- Arrange the tables into radicals. This will encourage all learners to get touch on (every learner matters) and to make sure that no learner is seated with their back to me and that I am not sitting bottomland a desk as this creates a bodily barrier between the teacher and learner and encourages eye contact. (Wallace 2007)Questioning- Non say questions will be asked at the beginning of the session to survey anterior companionship, which will be show through a thought- shower down on the jury (v isual and auditory). Through-out the session the questions will foreshorten directed and scaffolded (Bruner, cited in Jarvis 2004) to assist in gaining intimacy and exercises from learners.When asking questions, wasting disease learners names your and prior friendship of their ability and in the flesh(predicate)ity (as I lead never taught this class before, they have been given name stickers)This ensures that learners observe value and supported. (Keeley-Browne 2007)Pre-starter I have included a pre-starter activity, as with it being a 3pm class, students can often come in groggy and unmotivated. They often need some conterminous stimulation, to wake them up and encourage a productive lesson.Starter We will create a though shower (visual) on the get on to assess prior knowledge of this new topic being covered, and it gives the learners ownership of their own work, as their input is what gets written on the board. Prior learning experiences have the probable to farm or interfere with new learning (Knox, 1997)Main Learning Process The legal age of the lesson is based around PowerPoint slides, pictures and stem preaching/work. This ensures that all three domains of learning are being addressed cognitive (thinking in their groups and whilst listening to the founding), affective ( odouring how autistic battalion may feel later watching the video clips), and psychomotor ( turn ining their knowledge in a hands on labor) (Bloom et al, 1971) This adopts VAK learning styles.Everyone benefits from employ a wide change of styles in addition known as substantial brain learning. (Coffield et al 2004) When learners make an raise observation/ comment, or get an answer correct, it is vital to give them praise. Many learners in sixth form can have low self-esteem therefore bighearted out praise when warranted can enhance their feeling of self-worth and competence by acknowledging their qualities and strengths (Vizard 2007.)Group act upon Grou p work can be a largely forceive way of learning, taking strengths from each individual and combine it for model answers. In this session, learners will be split up into groups for part of the task, As well as being an pleasurable activity in itself, this provides huge opportunities for learning. It requires that learners figure out the new material and make personal sense of it. (Petty 2009) From the cohort analysis, I am cognisant of who works well and encourages/motivates each other.The learners are aware of this themselves, and usually sit with the people/person they work well with. If people are distracted thusly I will take work on by changing the group dynamics. In their groups they will contend one of the triad of impairments from their prior knowledge and education given on a video. This shows that they can apply the knowledge they have gained the thought shower and video into a new situation. (Blooms Taxonomy diligence of knowledge.) Once they have completed the ir group work, they will now share and discuss their ideas with the rest of the class, by sticking their A3 tabloid of ideas on the board. (Think, pair, share.)Hand-out- All work sheets are on coloured paper (if possible), which help any dyslexic learners without them standing out, as the whole class will have the same colours. Everyone who can benefit from elevate education should be able to enroll (John Tomlinson 1996) The PowerPoint presentation will be accessible on Moodle for future summon and modification purposes.Assessment for Learning- A past paper question will be asked in value to assess their level of understanding from the lesson.They will complete the question under exam conditions (no notes or talking, and timed) and couple mark the question. They will be given feedback on which is a model answer, and which isnt sufficient, and I will collect in and monitor progress. It is exigent feedback is given (Black & William, 1998).Plenary- All learners will infix in an interactive activity to assess and ensure learning has taken place (formative assessment.) Looking at the cohort analysis, and after a couple of lessons observing this group, I have noticed they work well as a whole class and enjoy interactive plenaries. The shroud or No Deal task will allow learners to gain feedback from the teacher, peers and feedback from themselves as they answer questions. It has been suggested that formative feedback has some of the most irresponsible effects on learners.The greatest effect is on the weakest learners (Black and William, 1998) The group can become a little bit talkative and excitable when completing a group task, therefore I will need to manage the noise levels.Rewarding genuine deportment and achievement allows learners to be respected and cherished for who they are, how hard they have tried and what they have achieved and build up a reciprocal and trusting relationship between the teacher and learner, allowing the learner to feel near and valued in class. This is expressed as unconditional positive see (Rodgers 1983)Try and make students feel honorable about themselves, even when you are criticising their work/ answer and trying to croak them onto the right path (two stars and a wish) enjoin the standards you have identified, i.e. elaborate what will in truth happen in footing of teach and learning activities against each standard, Do not just list or re-state the standards you have ticked off.You may group related standards in concert where they are addressed through one activity.Standard(s) AP 4.1 Use relevant theories of learning to support the development of practice in learning and teaching. conjugation Use of Maslows Hierarchy of Needs. Proving a safe and comfortable learning environment, using praise to build up self- esteem on battle array to achieve self-actualisation. Blooms Taxonomy was also employ applying the knowledge from the video clips and PowerPoint in the session to the group work on The trine of Impairments.Standard(s) AP 4.2 Reflect on and demonstrate allegiance to improvement of own personal and teaching skills through regular evaluation and use of feedback conjunction I write a criticism after every taught session.I intention to use De Bonos Thinking Hats after this session, using the feedback gained on the scales given to the class at the beginning and the end of the session.Standards(s) AP 6.2 Demonstrate good practice through maintaining a learning environment which conforms to statutory requirements and promotes equality, including appropriate friendship of the needs of children, young people and under fire(predicate) adults.Articulation This lesson meets the statutory requirements of a teacher postulate by Cronton Sixth Form College, meets the requirements of the examining body. The lesson filly includes all learners, and the cohort analysis has allowed me to be aware of individual needs and requirements.Standard(s) BP 1.1 Establish a purpose ful learning environment where learners feel safe, secure, confident and valued.Articulation Again this links to Abraham Maslows hierarchy of needs, providing a safe classroom environment, allowing for students to pass through all the stages to become self-actualised. fooling Rodgers unconditional positive regard throughout the session, rewarding and praising good behaviour will allow for learners to feel valued and respected. Standard(s) BP 2.1 Provide learning activities which meet course requirements and the needs of all learners. Articulation The aims and objectives in this lesson were chosen in order to relate to OCRPsychology (3.2 AS building block G542 Core Studies)The Learning Objectives are all differentiated, which will meet all learners different needs so ensure learning takes place. This links into Every Learner Matters.Standard(s) BP 2.4 Apply flexible and varied rake methods as appropriate to teaching and learning practice.Articulation at that place are many dif ferent delivery methods utilise for learning in this session, allowing for all types of learners to learn and achieve (VAK.) Such methods use are throughout the session are thought showers, questioning, practical hands-on activity, video clips, group work, peer assessment an interactive assessment activity.Standards(s) BP 3.1 Communicate effectively and fittingly using different forms of language and media, including written, spontaneous and non-verbal intercourse, and new and uphill technologies to enhance learningArticulation I will use various forms of communication during the session.Using theory on paralanguage to ensure my body language is open, e.g. no folded arms, eye contact and make sure I circulate the room so everybody feels included. I will have a steady pace, clarity and tone in my discussion and instruction (behaviourist). All meta-language used is listed on a key terms sheet to help with meaning of words, and the PowerPoint is pass water and concise. I have im plemented video clips on PowerPoint to keep up with emerging technologies, as oppose to me talking all of the time. This breaks up the lesson into chunks (cognitive theory) which makes them gain fulfilment and delight out of the tasks (humanism)Standard(s) BP 3.3 Structure and present information spend a pennyly and effectively.Articulation All information is presented on a PowerPoint, on hand outs and also read out so that it is clear for all students and their learning style. The lesson is all structured, differentiated and timed to allow for learning to take place in all learners.The presentation (including video clips) will be make available on Moodle for future reference and revision purposes.Standards(s) BP 5.1 Select and develop a range of effective resources, including appropriate use of new and emerging technologies.Articulation The resources chosen for this session are varied in learning styles (VAK) and include all 3 theories of learning to ensure the lesson appeals to all, and doesnt get monotonous. on that point is a PowerPoint presentation, group work, key words hand-out, a booklet to fill in whilst being accompanies by new and emerging ICT technologies. This includes video clips in the PowerPoint and an interactive Deal or No Deal Plenary.Standards(s) CP 1.1 envision that knowledge of own specialist reach is current and appropriate to the teaching context.Articulation I have ensured my knowledge of the topic autism is on the whole up to date and current. Figures and facts change yearly, so it is important to keep up to date.I have broken down my knowledge of Psychology from my degree to A level standard, so it can be inclusive to all learners, whilst still capable of reach and challenging the more able learners.Standards(s) DP 1.2 Plan teaching sessions which meet the aims and needs of individual learners and groups, using a mixed bag of resources, including new and emerging technologiesArticulation This session meets the aims of the cur riculum for this module, meets the schemes of work and is differentiated so that it is inclusive to all learners in this cohort (from Aspergers syndrome through to gifted and talented student).The resources compliment the program and are varied in learning style and theory, whilst adopting new technology methods, such(prenominal) as interactive games for plenary in formative assessment.Standards(s) EP 1.3 Develop, establish and promote peer and self-assessment tools, including where appropriate, those which exploit new and emerging technologies. Articulation This lesson will consist of them self-assessing their initial knowledge of autism, whilst continually self-assessing through the lesson. I will reinforce this with praise at correct answers and good feedback, and guide it through direct and non-directed questioning. Peer assessment will take place during the formative assessment (past paper questioning) Standard(s) EP 2.1 Apply appropriate methods of assessment middling and ef fectively.Articulation Directed and non-directed questioning is used bounteous learners at all levels the opportunity to move into in the lesson. The Deal or No Deal formative assessment task allows all learners to participate, and makes assessing what they have learnt interactive and fun.