Reflections on module 3 and impact on own practice

In this task I am going to reflect on the module 3 of the Post-Compulsory PGCE and I am going to evaluate the impact it has had on my teaching practice.

In this module we have looked at two important elements of teaching and learning: the first one is the understanding of how technology impacts on teaching and learning opportunities. The second one is related to the knowledge, understanding and skills to design an inclusive, subject specific learning programme.

In this module, we have had an asynchronous chat with our peers about the use of technology within teaching and learning and then we have written a critique reflecting about it. Reading some reports about the topic, sharing them with my peers and reflecting about it has helped me to be aware of the importance of the use of technology in teaching and learning.  The use of technology has its advantages but also drawbacks that we need to take into account.

Before starting this module the only technology I was using in the classroom was PowerPoint and IWB. The impact on my teaching practice is that I am trying to incorporate new technologies to my lessons, such as mobile phones, subject-specific web pages and IWB more extensively. I will try to incorporate other technology to my lessons and reflect on the effect in teaching and learning.

During the module 3 of the Post-Compulsory PGCE we have had some sessions about Curriculum Models and Inclusive Education. We have written an assignment where we had to write a course description and a scheme of work for a short course. We have justified the short course in the rationale informed by inclusive education. The sessions gave us an introduction to the curriculum models and by completing the assignment I can say that I now have a much better understanding about the curriculum models in the UK.

This understanding and awareness has not had a direct impact on my teaching for now. In my placement college, the product (objectives) model is the one that is in use (as the most part of the UK). After studying the different models, I believe that the process model is the more suitable for subjects such as Maths and especially Physics. However, with the constraints that as teachers we have within the system, it is difficult to try and apply this model in the lessons.

The fact that I have now a better understanding about the curriculum models and the best way to teach in this case Maths or Physics, allows me to try and apply it whenever it ispossible.

Reflections on minimum core and impact on own practice

In this task I am going to describe how my knowledge and understanding of the minimum core in my own practice is developing and the impact this has had on my teaching practice.

All teachers are required to have the literacy, language, numeracy and ICT knowledge, understanding and personal skills as defined by the minimum core. This will equip teachers to develop inclusive approaches to addressing the literacy, language, numeracy and ICT needs of their learners. I am going to concentrate on some aspects of literacy, language, numeracy and ICT and I am going to describe how my knowledge, understanding and personal skills are affecting my teaching practice.

Language and literacy

English is not my first language, so I am capable of understanding what a student is feeling when he or she is having problems with language or literacy. For example, when an ESOL student is making a language mistake, I can understand why he or she is making that mistake, because I have often made the same mistake myself. For that reason, I can make the students reflect on their own approach to error and meaning and involve the rest of the students as well. I am interested in students’ original languages and sometimes we share the differences between languages in the classroom.

On the other hand, I need to improve my language and literacy skills in order to address those problems better. Sometimes I can miss some of the students’ language or literacy mistakes or make mistakes myself (especially speaking) that can be confusing to the students.

Numeracy

I did a BA in Mechanical Engineering, where I studied Maths extensively. I also studied Maths in High School, so my knowledge is above the minimum core.

Numeracy is embedded in the subjects I teach (Maths and Physics). However, sometimes I tend to forget that some students have still numeracy needs. The fact that a student is studying A-level Maths doesn’t mean that she or he doesn’t have gaps in numeracy; I have experienced that in my teaching practice. As teachers, we need to be aware that some of the students have numeracy concept gaps, even if they are studying maths at a higher level. We need to work on those concept gaps before moving on to more difficult concepts.

ICT

I use ICT in my teaching practice. I use PowerPoint and IWB when doing presentations. I have tried the use of other technology in the classroom, such as mobile phones.

Doing presentations with using ICT, such as PowerPoint and IWB means that the information should be developed and presented in an appropriate way. This involves using appropriate page layouts, using adequate size of texts and images, using a variety of sources, creating and developing charts, etc. I am acquiring those skills with ICT training sessios and especially by using and trying the programs myself.

Reflection on developing my reflective practice

 

In this task I am going to describe how I am developing as a reflective practitioner within the post-compulsory PGCE course. I am going to describe how I am developing as a reflective practitioner both in my teaching placement and also in my written assignments of the course.

In my teaching placement, I reflect on the lessons I deliver with my teaching groups. I try to reflect on a lesson per week and I record it on my reflective log. I also reflect on the lessons which I have been observed either from my mentor or my personal tutor at the University.

The reflection process involves describing the task, incident or problem which needs a possible change; analyse the nature of what is described; theorise about alternatives to solve the problem and act according to the theory. The reflection also involves the evaluation of the actions and decisions made.

In my reflective practice I try to gather as much information as possible of the particular event. I also try to know a different opinion such us other trainee teacher’s, colleague’s, mentor’s or tutor’s opinion. I also need to know (and I haven’t done it so far) my students’ opinion in order to be able to make a complete evaluation of my practice. In my lessons in the teaching placement I am using the textbook but I also use other resources such as internet or materials from other books. I use different teaching methods such as group work, discussions or quizzes. I thought I was doing well and that students were happy with my lessons. However, a teacher told me that some students were complaining because they thought they needed to concentrate more on the book rather than on other activities. I realised that I had reflected on my lessons without taking into account what the students felt. My evaluation lacked of a very important element: my learners’ opinion. I will ask and consider my learner’s opinion in my future reflective practice.

I also reflect on the written assignments I have done at the University. Once I finish an assignment and before starting the next one, I analyse what went well and what could be improved. I try to apply it in the next assignment. I use my tutor’s recommendations and also my own reflection in this task.

Being a reflective practitioner helps me develop and improve as a teacher. Analysing critical events and trying to solve problems leads me to look for other teaching methods, strategies or approaches that may work better for that particular situation. It helps to know other colleagues’ opinions and approaches that could be useful and builds up relationships with colleagues and learners by sharing one’s thoughts.

Module 2 Task 3: Review of own development to date in relation to updated ILP

In the Stage 2 of my Individual Learning Plan I have undertaken a self-diagnosis of my strengths and development needs, which have been discussed with my personal tutor. For this stage I have drawn on feedback from my teaching and my second assignment. The feedback was given from my mentor at the College and from my personal tutor at the Institute.

Practical teaching

One of my development needs set at the ILP was to check learners’ understanding and learning outcomes throughout the lesson. I used to check understanding at the beginning or at the end of the lesson but not constantly throughout the lesson. In order to address this development need, I am doing the following:

I normally start the session by doing an activity to check learners’ knowledge about the topic of the lesson. I do different types of activities such as making a poster about what they know of the topic, a True of False activity or filling the gaps activity.

During the lesson I use different methods to check learners’ understanding: I use open or directed questioning, I make students explain what they understood from my explanation or we do an exercise and then the learners have to explain and demonstrate it on the blackboard.

At the end of the lesson I check the learning outcomes. There are different activities I have been using for this objective, such as quizzes, exercises that summarise the lesson, open or directed questioning, etc.

I am addressing other development needs set in the ILP in the following way: when planning the lesson, I try to anticipate to the possible questions about meaning or content of the lesson. For example, I promote a discussion about what a term means before explaining it (insulator, electrostatic, etc.). During the lesson, I check if students are on task, particularly the ones who tend to be more passive. I try to encourage them and praise their effort. Before starting to explain something I elicit from the students what they know about it. They get more involved and participate more throughout the lesson.

Literacy/Written Communication skills

In order to address the need of including theory that relates to the assignment topic, in my last assignment, I included some theories that relate to critical incidents. First, I explained what critical incident means in relation to some ideas of different authors. I then applied it to my own reflection and my own teaching practice.

In the assignment I tried to make all my points as clear as possible to avoid the reader asking themselves “why?”. The analysis of the incidents was based on my own thoughts and also on conversations with some of the students involved in the incidents.

GCSE Physics lesson 24/01/2011

This week I did two GCSE Physics lessons. It was the same lesson with different groups. The lesson was about roller coasters and how they work in terms of speed, acceleration, force and energy.
I prepared an exercise containing and diagram of a roller coaster and some questions. I wanted the students to try the questions without me explaining the answers in the first place. The questions were made step by step so at the beginning were easier and then they got more difficult.
In both lessons happened more or less the same. The students were able to do the easier questions but then they got stuck in the more difficult ones, so in the end, I explained the questions myself (something that I wanted to avoid doing). What could have I done differently?
They answered the questions individually or in pairs. I think if they had worked in groups they would have been able to answer more questions helping each other.
I think I should have given a bit more of guidance before starting answering the questions.
There is a simulation of a skater in the physics-online webpage that could have helped them understand the roller coaster in terms of energy and friction.
I  need to make the questions easier. Sometimes the problem is that they don't understand what the question in asking. I need to make the language more simple.

GCSE Physics lesson 17/01/2011

Yesterday I did a GCSE Physics lesson. As usual, some of the students came late. 5 of them came 5 minutes late. 5 minutes later one of those students asked me if he could go to the toilet. I said no because they had had a break just before and he came late to the class. He complained and he kept asking during the whole lesson but he accepted that he couldn't go to the toilet.
About 40 minutes after starting the class, another student asked me if he could go to the toilet. As I had already said no to the other student, I found myself saying no to this one. He complained and said that if was his right to go to the toilet and that he was going anyway. I warned him that if he went to the toilet he won't be able to come back to the class. He went to the toilet and came to the class and sat down in his place. I told him that he couldn't stay in the classroom but he wouldn't go. So I said to him that I wanted to talk to him after the class.
After the class I talked to the student. I told him that I normally let the students go to the toilet, but as I didn't the other student go, I couldn't let him go either. He understood and agreed. I told him also that if I say that he is out of the class, he has to go out. He agreed reluctantly.
I think the fact that I didn't let the first student go to the toilet was good. He came late and he asked it just after the break. Maybe I should have let him go after 20 minutes. That way, if another student asks to go to the toilet, I can say yes. The rule I can use is that I won't let anybody go to the toilet if they come straight from the break. I can let them go after 20 minutes.
I think I was a good idea not to let one go to the toilet and not the other. I wonder how the first student would have behaved it that case.
As far as punctuality is concerned, I need to control it. I am going to ask the Physics teacher how he does it and agree the same actions for both of us.

Knowledge and understanding of Minimum Core

Module 2 Task 1: Knowledge and understanding of Minimum Core

For professional formation, all teachers will need to demonstrate personal skills in language/literacy, numeracy and ICT at Level 2 or above (such as GCSE). They are called functional skills and they are considered necessary for everyday life.

Teacher trainers must develop their own knowledge and understanding of language/literacy, numeracy and ICT and use this knowledge and understanding within their subject specific teaching to develop the key skills of their students. Teachers will have to embed these skills into subject specific classroom teaching and show awareness of those skills in their specific subjects.

In my case, as a Maths and Science teacher, level 2 numeracy is embedded in the subjects, so numeracy is checked within the subjects.

Regarding language/literacy and ICT, I am planning to do the following in order to develop and improve my teaching and assessment of learner’s functional skills:

Language/literacy (refers to reading and writing in English language)

-      Check spelling, punctuation and grammar in written work (e.g. small projects or homework). Get students correct themselves or make peer correction.

-      Have an English dictionary in the classroom and encourage them to use it when they have doubts about spelling or meaning.

-      Have quizzes of the meaning of key terms.

-      Get students to make posters of key terms and their definitions and post these around the classroom.

-      Encourage students to read as much as possible and to report back to the group about what they have read.

-      Teach the terms skimming, scanning and close reading and practice these using subject specific materials, such as science news, reports or articles.

-      Widen my own use of vocabulary in my teaching and resources.

-      Teach the term ‘Standard English’ and the potential differences between Standard English and other dialects of English. Be explicit about the political nature of this distinction.

ICT

-      Use the computer (e.g. PowerPoint) when doing presentations in the classroom.

-      Encourage (or require) students to use the computer when doing presentations in the classroom.

-      Let the students use the classroom computer whenever it is necessary and useful in the given situation.

-      Get them present homework and written work in a word-processed program, whenever it is possible.

-      Prepare tasks that involve the use of the internet or computer programs in general.

-      Encourage students to look for information on the internet about a topic that is going to be taught in the following lessons or about a topic that has been taught in class.

-      Play computer games that are related to a specific topic that is interesting for the subject.