• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month
Page
  1. 1
    1
  2. 2
    2
  3. 3
    3
  4. 4
    4
  5. 5
    5
  6. 6
    6
  7. 7
    7
  8. 8
    8
  9. 9
    9
  10. 10
    10
  11. 11
    11
  12. 12
    12
  13. 13
    13
  14. 14
    14
  15. 15
    15
  16. 16
    16
  17. 17
    17

PGCE - Professional Practice Modules - Contextualising Theory in Practice.

Extracts from this document...

Introduction

Atila Mustafa PGCE Professional Practice Modules Contextualising Theory in Practice (CED 305) Monday 5th April 2004 Shirley Hughes My teaching practice is taking place at Exeter College of Further Education and the Mansion House Adult Education Centre in Totnes. The first part of my Exeter College placement has me teaching in a workshop environment troubleshooting student's computers. This is done on an individual basis where I spend anything from a minute to an hour teaching students how to use software. For the second part of this placement I deliver Unit 10 - Understanding Video Technology to the second year BTEC group. These are mainly classroom sessions that consist of individual and group based research projects and presentations. My Adult Education placement is very different in the sense that it requires a lot of preparation and delivery. Here I teach two nights a week: the Wednesday night course is Building Web Sites Using Dreamweaver; the Thursday night course is Digital Video Editing. Because this is the first term I have taught these subjects I allow myself a few days to prepare a lesson plan in advance and double check that I know how to achieve the outcomes that I am about to teach. This is rather different at Exeter College for I am very familiar with the software used and so rely on my existing knowledge base when put on the spot with a question. Within all the courses that I teach I bring a lot of my previous knowledge and experience that I gained working as either a technician or video editor. It feels good being able to support learners with sound knowledge that I feel comfortable providing. Groupwork I tend to encourage group work within my teaching practice whenever I get the chance to do so. This is certainly the case at Exeter College where I advise students to work together in the hope that they will be able to inspire and guide each other through their work. ...read more.

Middle

From a professional style and practice perspective I am discovering how to structure my lessons to suit students needs and varied stages of learning. While there exists a didactic style of delivery there are also elements of praxis due to the nature of digital video production. I quote: "Praxis means that curricula are not studied in some kind of isolation, but that ideas, skills, and insights learned in a classroom are tested and experienced in real life." (Brookfield, 1990, p.50) I would like to parallel that statement with: "Learning is the process whereby knowledge is created through transformation of experience." (Kolb, 1994, p.38) Personally I prefer Kolb's definition of praxis as opposed to Brookfield's, partly because it re-enforces what I believe as a potential teacher. Looking back I can place my practice style through my past experiences as a technician working within further, higher and industrial education and acknowledge my ongoing experience as a video production teacher now. I became very interested in wanting to develop my skills and translate my experiences into a format that could be moulded into a conventional learning environment. By translate I mean the information I would impart could be related to a recognised curriculum whilst being assured that it also exists within a body of knowledge that I myself have acquired. The feedback I received from Bill Heggs for this lesson was very positive and full of useful suggestions. One particular feedback point was to include more directed questions to check previous and current learning. In response to this point I looked into my questioning techniques in more detail. Using both course handouts and texts such as Teaching Skills in Further and Adult Education (Minton, 1997), I discovered many valid reasons for using verbal questioning in my lessons. Firstly as an assessment device to gain continuous feedback from students relating to their level of understanding of a particular concept or topic and secondly as a way of maintaining a two-way communication flow between the students and myself. ...read more.

Conclusion

Critical Reflection and Evaluation The lesson worked very well as an introduction to troubleshooting and faultfinding theories as well as the practical applications of such theories. Nearly all students seemed to grasp the process of elimination concept and used it accordingly. The group dynamics were refreshingly good allowing them to accomplish their tasks with only a little input and guidance from me as I worked around the groups. The groups did however seem confused about what they were supposed to do once they had isolated a fault. Some attempted repairs whereupon I would step in and suggest that they write down how they would repair the fault as opposed to actually repairing the fault. The students seemed to find this approach difficult, which I established through questioning. Outcomes and Future Action This class responded well to group work and no doubt I will get them to work in groups more often. However, I am in two minds whether to allow them to work in the same groups constantly or to mix them up occasionally. Part of me thinks that allowing them to choose their groups has both positive and negative connotations. For if a group is made up of friends that work well together then will this disadvantage the rest of the class. Or maybe if a group is made up of friends that don't work well together and get no work done whatsoever. I guess I'm going to leave that outcome to time and experience to resolve. Because time was a big factor I think in future it best that I plan the lesson to cover two sessions and maybe even think about expanding the introduction part with detailed handouts that the students can refer to during the practical session. I think it is a good idea to also produce some health and safety handouts with regards to the practical tasks they will be undertaking. I will not attempt to process the groups one at a time as this does take up an awful amount of the lesson and will make the assessment run for weeks. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our University Degree Teaching section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related University Degree Teaching essays

  1. A reflection of my overall experience of the work placement

    Having provided a detailed analysis of my personal experience at the firm and researched various areas of experiential learning, I have become aware that 'learning is supposed to occur by reflecting on experience.'5 Moon states that 'experiential learning refers to the organizing and construction of learning from observations that have

  2. Free essay

    A critical analysis of strategies that promote inclusive practice in assessment

    It aims to help early identification of need and promote synchronized service provision. According to CWDC (2009) CAF consists of a three topics the first being a straightforward pre-assessment checklist to help practitioners make up their mind as to who would benefit from a common assessment.

  1. Personal reflection

    'on action', sometimes immediately after an action, and sometimes later in the evening. For example when a parent arrives they may inform me of the hectic weekend that they have had. This information that I am provided with affects my reflection in action.

  2. A Reflective Practice Assignment Demonstrating Personal and Professional Development and the use of Critical ...

    where these pupils would have been 'kept' for the school day was in fact a totally different atmosphere. This ties in with literature by Corbett (2001) whereby she talks about how inclusion policies and curriculums can be so very well intended in schools but it is the 'deep rooted culture' of the school and staff that can make the difference.

  1. Teaching Aims: 1. Train the students' listening abilities(skills)2. Revise the words and phrase in ...

    Give advice and make suggestions. Period 2: 1) Read the passage " A City of Heroes". 2) Learn how to give a proper title for a passage. Period 3: Enable the students to use the Present Perfect Passive Voice Period 4: Learn how write a letter.

  2. This portfolio will help to illustrate and address how the current influences of play ...

    She was the first educator to develop child-size furniture and real equipment, even designing the staircase in her school to be suitable for children's feet. Montessori wanted children to learn at their own pace and encouraged children to choose their own activities.

  1. I am going to explore the personal and organisational factors that influence my teaching ...

    and I am influenced by this person at the centre of the group. I follow the job roles given and am able to get on with my job. I believe from past experience that many small enterprises display the characteristics of a centralised power culture.

  2. Outline the similarities and differences between the notions of evidence-based practice and reflective practice. ...

    in classroom interactions through explicit reference both to what has ?happened? and to some normalizing notion of what ?ought to have happened?.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work