“What I hear, I cannot remember
What I see, I do remember
What I do, I understand”
Huddleston, Unwin (1997), p.88
I felt that the activities given would have been more effective with more planning and maybe a trial run. I posed a number of lead questions to the group, even some I hadn’t anticipated beforehand, which at least for me proved that I was able to think of thought-provoking things on my feet.
“Turn experiential knowledge… into propositional knowledge which can be shared and interrogated”.
Boud et al, (1993), p.10
I think at times I may have stumbled over giving directions because I was nervous about getting the point across effectively, which also seemed to have had an effect on my attitude which was more tense and stern then usual. Along with more effective speaking, I think that there should have been more direct and specific feedback for the activities. I should have been more aware of the good thinking that was occurring so that I could compliment the appropriate efforts during their participation.
I think the transitions between the activities may have been the most lacking area of my lesson. When planning the lesson I had particular ideas that I wanted to relay with each activity, and I had an overarching theme. This should have been facilitated more with a better introduction for each activity. The timing worked out very well with all of my activities, the use of the worksheets was to grab the attention of the class, which it did effectively.
“While experience may be the foundation of learning, it does not necessarily lead to it: Their needs to be active engagement.”
Boud et al, (1993), p.9
I also tried to use language that would merit an answer of higher thinking and the activities provoked just that with the group responses. I also discovered during the session that a lot of the lesson was based on the participation of the group.
All in all the class went very well, but I did notice weakness in my teaching style. I took note of my questioning techniques: some of my pauses were too long and I was wringing my hands on occasion; I feel this was present, more due to the nature of my students’ then with any real discomfort. Being observed by my peers made me more self conscious and raised awareness of the possibility that they may indeed use this as whole experience as a fault finding exercise.
“We attach our own meanings to events. While others may attempt o impose their meanings on us, we ultimately define our own experience.”
Boud et al, (1993), p.10
Looking back I can place my practice style through my past experiences as a Systems Support Engineer and working within further/higher education and I can acknowledge my ongoing experience as an ICT and ESOL tutor. 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.
“Learning is the process whereby knowledge is created through transformation of experience.”
Kolb, (1994), p.38
I was very pleased to get feedback and responses from the group, the feedback was very positive, it was noted on the self evaluation sheets that I had adapted a selection of learning methods and that the resources I had produced supported students learning. This ties in with my observation that a good deal of the lesson was dependent on student participation.
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. The First being 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.
I feel that there are not too many things that I would have done differently, as I feel my teaching was well planned and very resourceful. However, I could have been a little more confident and believe that this is an area I can improve upon, along with defining clearly the aims and objectives. The biggest change that I would make would be with regards to speech; I feel I need to speak a little slower when explaining complex terms, but feel this may have been more to the nature of my group and given the timeframe within which to complete the teaching.
I believe you must have some passion for the subject you are teaching, and I would like to think that I have found where I want to be. The major task in hand now is developing me through reflection, practice, observation, self-evaluation and dialogue. I would like to end with a quote that I believe really underlines why I am enjoying what I am doing.
“Despite having the same learning experience, each individual will construct on individual meaning that only they hold.”
Reece & Walker (1992), p.98
FENTO Standards: B1 a-f; B2 a-c
G1 d-f; G2 c-e; a-e
Minimum Core: 2.4, 3.1, 3.4, 3.4, 4.3, 4.8, 5.1, 5.2, 5.3, 5.4, 5.5, 5.7, 8.1, 8.3, 8.4
Word Count: 1262
References
Reece I and Walker S (2003) Teaching, Training and Learning: A Practical Guide (5th. Edition), Business Education Publishers Ltd
Huddleston, P & Unwin, L (1997) Teaching and learning in further education: diversity and change, London: Routledge.
Boud, D. Cohen, R. & Walker, D. (1993) Using Experience for Learning. Milton Keynes: SRHE and Open University Press.
Kolb D (1994). Experiential learning: Experience as the source of learning and development. Prentice Hall: New Jersey.
Bibliography
Reece I and Walker S (2003) Teaching, Training and Learning: A Practical Guide (5th. Edition), Business Education Publishers Ltd
Huddleston, P & Unwin, L (1997) Teaching and learning in further education: diversity and change, London: Routledge.
Boud, D. Cohen, R. & Walker, D. (1993) Using Experience for Learning. Milton Keynes: SRHE and Open University Press.
Kolb D (1994). Experiential learning: Experience as the source of learning and development. Prentice Hall: New Jersey.
Petty G., (2004) . 3rd Edition. Cheltenham: Nelson Thornes Ltd.
Reece I.and Walker S., (2006). A Practical Guide to Teaching Training and Learning. 6th Edition. Sunderland: Business Education Publishers.
Tomlinson C A (2000) How to Differentiation Instruction in Mixed-Ability Classrooms. Indiana University: - Bloomington
Petty G (2001) Teaching Today Cheltenham, UK. Nelson Thornes Ltd.
