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Planning and Evaluating Your Teaching and Learning.

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Introduction

Assignment Two Planning and Evaluating Your Teaching and Learning. This assignment is a continuous and contemporary review of the planning which you undertake during your first teaching practice. Each week you are required to focus on a different aspect of planning; everything is based upon lessons which you have taught and evaluated. You therefore need to be aware of the need for careful 'advance' planning. The assignment requires you to select different groups or classes each week you therefore need to understand the requirements before the event. An important feature of this assignment is the review with your mentor. You need to show your mentor what you have written and agree upon targets for the coming week. The targets should be linked to the work you have completed; e.g. targets for the week commencing 15 January would relate to the choice and development of resources. The purpose of this is to follow up perceived strengths and areas for development in the following week. This will help to ensure continuity from week to week and help improve your teaching abilities. The document below gives details of the planning issues to be addressed week by week. For each area there are a series of pointers. This is for your guidance and will help us to assess your assignments. You will all (hopefully) be writing about the same issues). In completing this assignment you will obviously be addressing the QTT standards in the following areas: Planning 3.1. 1.> 4. Teaching: Monitoring and Assessment 3.2. 1.> 7. Teaching and Class Management 3.3 1.> 14 The submission date for this assignment is Monday 23 February. Week Commencing 12th January Planning: Devising & Developing Teaching Resources. Review of Planning Issues. Select a limited number of resources worksheets which you have prepared to use with teaching groups this week. Comment on the links with learning outcomes and how you selected materials for use with your classes. ...read more.

Middle

Year 7 The State of Health in the Middle Ages For these two classes of mixed ability I have devised two different work sheets, which aim to stretch their learning potential. Learning outcomes: The aim of the lesson is to enable pupils to understand the state of peoples health during the Middle Ages. The resources I used were source based and they highlight what people new about the cause of the disease and the misconceptions that surrounded it. The sources vary in their description, and the layout. In particular the emotive language used conveys how some people felt about how the disease affected everyone, in towns and neighbouring villages. For the low ability class I introduced this subject by explaining it in simple terms and made modern day comparisons. I asked simple questions, such as Why do you think the streets were dirty? Did people know what caused disease? Was it safe to drink water? Why are we much healthier today? I chose a source based worksheet that was easy to understand and which had a large font size, and had many short sentences. It consisted of three sources of which source A contained a humorous picture of public toilets on London Bridge 1390. Sources B and C contained 'short' descriptions about the disease. Their task was to describe source A and underline words in source B and C which refer to the cause of the disease. Finally the pupils were told to work in pairs and (using a dictionary) write down the meaning of key words such as sanitation, disease, health , contamination... A large number of pupils required one-one learning. I used a similar structure for the high ability class, however, the worksheet they used was aimed at a higher level of understanding and relied more on historical skills. The source based questions asked pupils to compare and contrast each source. The pupils were split into groups and were told to analyse each sourcve by selecting similar and conflicting information, as opposed to relying on describing each source. ...read more.

Conclusion

* Maintain lesson structure - learning objective, skill test, introduction, class activities, discussion and plenary. * Try to be more imaginative and creative when devising lessons and not to rely too much on activities in the textbooks, as it is important to differentiate. * Continue to use a wide variety of teaching strategies - drama, (acting out historical characters) group work... Evaluation What do you think you have learnt about planning, assessment and evaluation during your first teaching practice ? It is important to have a clear idea and plan of what you are trying to achieve before starting the lesson. Therefore clearly thought-out learning objectives for pupils are crucial if learning is to take place. I agree with Haydn et al who suggest that it is always worth considering: "What you are trying to do, what is the purpose of the lesson, why are you doing this? (cited p.29). I have found that a well-planned lesson instils confidence in a teacher and the pupils reap the rewards from it. This ensures all learning outcomes are achieved. Tutor and self-evaluations have also strengthened my ability to teach. This relates well to Haydn et al's idea that: "Planning for learning goes on after the lesson has finished, as well as before the lesson." Assessment does not just concern statements of attainments and marking homework. I have found that the teacher places a lot of emphasis in assessing pupils in the classroom by for example question and answer sessions or checking individual work. Even when planning lessons the teacher has to differentiate. Assessment is therefore essential to monitor pupils progress and to check whether learning outcomes have been achieved. In fact the teacher is always assessing pupils work, whether it is in the classroom or outside it. Mentor comments on planning. Could you provide a written comment on the analysis of planning which the trainee has completed for this assignment. ...read more.

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