With the continued focus of Ofsted on Teaching, Learning and Assessment, as an organisation we have been encouraged by our quality team to ensure the lessons are as participative as possible. The college have encouraged us to look at effect sizes and ensure the teaching methods we use are higher on the effect size table to support learner engagement. I have chosen to concentrate on one methodology of teaching by using graphic organisers within my lessons.
The challenge of the teaching process with LADPP is that the classes work on drop-in bases. Students themselves choose their level. Although they are priory interviewed and advised a certain level, they sometimes choose to attend as many classes as possible regardless of the level of difficulty or just find a class according to the time convenient for them. This, together with some other further described factors, creates a mixture of students with very different abilities and requires from a teacher to be very flexible and adaptable in order to meet various learning needs.
I have identified that there is a high volume of re-submissions of work from students across the BTEC Level 3 Computing and IT Courses.
In many cases the learners simply submit the minimum quality of work as they know that they will be granted a re-submission as long as the first submission is uploaded on time to meet the hand in deadline.
Many of the students in my lessons invariably want to listen to music on personal earphones while completing independent learning activities such as writing assignments or reading texts. Music appears to play an important part in the day-to-day life of most of my learners, many of whom evidently find it difficult to concentrate in silence.
I often find a problem area in Mathematics is learners’ remembering, understanding and replicating of all the appropriate steps in a multistep question. Recently, I have been introducing differentiated learning worksheets into my lessons, with traffic light colour coding. In this action research project, I have attempted to answer the question “Can differentiated resources result in an increase of knowledge retention and improvement of skills in GCSE Mathematics re-sit students?”.
Faced with teachers who see the risk factor of participation too high and not worth the experience relating to the bigger picture of study, it has seemed that a ‘not on my watch’ attitude has been generated. Students on the other hand are predominantly the ones whose perception of risk is lower and their fear factor isn’t as great.
The majority of my learners have learnt the relevant skills required for them to use the tools of a particular Office product, however, some are finding it difficult to pass exams due to: set time pressures, reminders of bad school experiences, and a reliance on good memory.
From a teaching perspective, going assignment based would make my life easier as I would have more time to spend teaching learners rather than constantly marking exams or checking IPU’s not just for ICT content, but for grammar and spelling.
British Sign Language is the language of the Deaf and belongs to the Deaf community. Therefore when it comes to teaching the language it is only right that a native BSL user should be the tutor. This would give the best approach both in teaching not only the language but the culture and deaf awareness as well.
This creates unique problems in teaching the language, particularly for beginners who really struggle if the tutor only uses BSL. It can also be difficult for the tutor in that they may struggle to understand the learners, a lot of Deaf BSL users cannot lip read and have low English skills. A hearing tutor, although they may have good qualifications in BSL they will not have the background in Deaf culture and will undoubtedly speak more than sign which will hinder the learners progress. Rather than choosing between the two, I would like to research whether it is best to have a native BSL user and a hearing high level BSL user with experience in interpreting or communication support work ‘team teaching’
What are student perceptions of my marking and feedback practice of summative assessment? Are they only interested in the headline news – ‘did I pass?’ Or do they read and reflect in greater detail? If they have passed or achieved the merit or distinction they were hoping for, do they bother reading the rest of the annotations and feedback? In terms of development, do they prefer brief abbreviations or longer comments?
Questions that might arise include: Does my marking serve a deeper purpose for students beyond getting a grade? Do I need to find ways to encourage greater engagement of students with my marking? Will I need to make fundamental practice changes to do this?
The most popular course is the 3 day First Aid at Work (FAW) course. This is a mixture of theory and practice, but it's mostly a practical course and, for it to flow and for the students to get the full benefit of the course, its needs full student participation, which needs the student to want to be there. A growing problem that I and fellow teachers have noticed, is a lack of engagement from the student into the course.
This research therefore is intended to develop strategies to engage students on this study programme to increase their confidence to learn maths by effectively embedding maths activities into the teaching of the vocational subject. It is also intended to measure the impact of this work on their overall attitude to learning maths as a broader subject and whether it is possible to move the students away from having a fixed mind-set in relation to this subject area.
I reviewed at least seventy five per cent of the feedback forms, from programmes that were delivered with mixed groups of learners.....to realise that we as a group of teaching professionals we are inviting students to comment on the programmes that we deliver, but we seem not to incorporate into our practises; which shows that I have not been reflective enough in my practise as I had thought.
I have chosen to research the impact of the induction process on learners starting college for my action project for a number of reasons. Primarily, because I believe that this is a key area for the college. It is the first impression for learners and currently sees a high dropout rate between application completion and course start date. Secondly, within my role I have scope to make necessary changes to this area. This will allow me to test my theories and ideas. I have seen the induction process change over the time I have worked at the college and it has already improved, but I feel that it still has further room for growth.
As the sole trainer on WP it is my responsibility to identify a scheme of work that best fits the claimants and increases their work skills and employability. I intend on designing sessions that focus on the development of practical work skills and how these skills are linked with competencies in the workplace.