Developing teaching, learning and assessment in education and training Jane Warding-Smith

This presentation will include two main sections: Theories, Principles and Models Curriculum Theory

Section 1: Theories, Principles and Models Two learning theories Two models of assessment Two models of communication Two models of learning preferences

Two learning theories Holistic Learning Theory: The basic premise of this theory is that the individual personality consists of many elements; with particular refence to the intellect, emotions, desire, intuition and imagination. This theory believes learning can be more effective if it takes in all these elements. Facilitation theory (the humanist approach) Carl Rogers and others have developed the theory of facilitative learning. The basic premise of this theory is that learning will occur by the educator acting as a facilitator, that is by establishing an atmosphere in which learners feel comfortable to consider new ideas and are not threatened by external factors. The belief being that human beings have a natural eagerness to learn.

Facilitation theory (the humanist approach) Contd … Facilitative teachers are less protective of their constructs than other teachers, more able to listen to learners, especially to their feelings, inclined to pay as much attention to their relationship with learners as to the content of the course, apt to accept feedback, both positive and negative and to use it as constructive insight into themselves and their behaviour. Learners are encouraged to take responsibility for their own learning, provide much of the input for the learning which occurs through their insights and experiences, are encouraged to consider that the most valuable evaluation is self-evaluation and that learning needs to focus on factors that contribute to solving significant problems or achieving significant results.

Two models of assessment Written Modules can be assessed via a written essay. These are to include theories and practice. The essay must be always typed in Arial 11. 1.5 spacing. There is no longer a word count in our essays to allow the writer to take more control. The written assessment shows clarity of ideas and writing structure, ability to identify the most important points in data/information, an ability to communicate processes/events simply, shows an etiquette and communication style appropriate for the audience and highlights your spelling and grammar.

Two models of assessment Contd … Observational Observations are used in assessments to enable the facilitator to observe the student in real time. Observation sheets can be used to give feedback and comment on particular skills being assessed. Assessment by observing can benefit the learning process by giving reliable data as the content is active, the learner receives immediate results and feedback. Assessing through observing can be used for one to one work or can be a key assessment tool in marking project team work.

Two models of communication Interpersonal: This is a form of communication between two people. This is called dyadic. We use this ourselves with a learner. The learners also use this form of communication with each other when working on skills, these are observed. We encourage positive interpersonal communication at all times to encourage a confident learning experience. Group: This is when we communicate in the classroom as a group. This should be learner centred and encouraged to focus on supporting all to learn and participate.

Two models of learning preferences Visual: The learner users a style which incorporates diagrams, drawings, maps and charts. The visual learner tends to remember what they see rather than what they hear, prefer to read and write rather than listen, they have trouble remembering verbal instructions and need an overall view and purpose before beginning a project. Kinesthetic: The learners tend to be tactile. Learning takes with physical activities and they like to touch and manipulate material. For example, to get the best out of a kinaesthetic learner we would ask them to assemble, use tools such as art materials and create feelings from items such as clay.

Section 2: Curriculum Theory Analyse at least two theories of curriculum development Explain how the application of curriculum development theory can help develop curricula in your subject specialist area

Analyse at least two theories of curriculum development 1. Current Context/Learning Objectives: A curriculum needs to show what outcomes we want. This is important to keep up to date with the requirements of the governing body and how this translates to the classroom and the learners. The curriculum process must therefore clearly identify the aims that the curriculum is intended to achieve. 2. Structure of curriculum content, learning areas and subjects: This describes the organisation of content within the framework and the extent to which schools and students can make choices. It might describe: The pattern of subjects to be studied in each stage. It should also show the number of guided learning hours to be assigned to each subject area in each .

Explain how the application of curriculum development theory can help develop curricula in your subject specialist area The current context/learning objectives and the structure of curriculum content can develop the subject specialist area by keeping up to date with relevant laws and developments within the therapy world. This can include important revisions on the ethical framework. A good example of this is how the BACP introduced Section 75 of their Ethical Framework: Care of Self as a Practitioner. We will take responsibility for our own wellbeing as essential to sustaining good practice by: Taking precautions to protect our own physical safety, monitor our own psychological and physical health, seek professional support and services as the need arises, keep a healthy balance between our work and other aspects of life. This addition affects the learners clinical placement and supervision. If we did not add this as a development in the curriculum we would be failing; not only as tutors, but also as professional practitioners.