1. Level 3 Unit 003 Using inclusive learning and teaching approaches in lifelong learning micro-teaching session Level 4 Unit 10 Using inclusive learning and teaching approaches in lifelong learning Micro-teaching session 1

2. Planning Learning Aims 1)To prepare learners to complete a suitable Session Plan for the micro- teaching session 2)To consider a range of teaching and learning strategies appropriate for delivering the micro-teaching session. 3)To prepare learners for Units 003 or 010 2

3. Planning Learning Learning Objectives: At the end of the session, the learner will be able to: 1)write at least 2 measurable and/or observable behavioural objectives to be used in their session plan 2)identify 5 teaching/learning/assessment techniques that they will utilise to engage and motivate students during the micro-teach session 3)explain and justify the key components and sequence of activities that will be included in their session plan 3

4. Unit 003 Evidence requirements Level 3 1. A completed session plan for a 15 minute session. Your plan must identify resources and assessment. 2. A justification of the approaches to learning and teaching taken. The session must involve learners, and be observed by a tutor from the PTLLS course team. 3. Use the feedback provided by the tutor, and your peers to reflect on your approaches to inclusive learning, and identify areas for improvement. Your reflection should include references to principles and professional values. Please use the pro-formas provided in Appendix 3 of this handbook 4

5. Unit 010 Evidence requirements Level 4 1. A completed session plan for a 15 (30) minute session. Your plan must identify resources and assessment. 2. A justification of the approaches to learning and teaching taken. The session must involve learners, and be observed by a tutor from the PTLLS course team. 3. Use the feedback provided by the tutor, and your peers to reflect on your approaches to inclusive learning, and identify areas for improvement. Your reflection must include references to principles, theories and professional values. Please use the pro-formas provided in Appendix 3 of this handbook 5

6. The basic teaching model Reece and Walker 2007, pg 5 A Objectives – what students should be able to do B Entry behaviour of the learner/prior learning/motivation and learning style/needs C Instructional techniques/teaching and learning strategies D Assessment – has the students achieved the objectives? 6

7. Identify Needs Plan & Design Deliver Assess Evaluate 7

8. Pair/small group task So, what teaching approaches, learning activities and resources do you think will engage and motivate your students most when delivering your micro- teach? Pairs or small groups: 15 minutes – ideas on post-its 8

9. You might have considered: Student demonstration Tutor demonstration Tutor explanation Pair/Group task/s Assertive questioning Quizzes/tests Work sheets Real objects Video Web link Gapped hand- outs Any thing else? Learning Styles Student feedback/presentation Practical tasks Aide Memoire Prior knowledge Recap 9

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12. 12 Don’t forget Bloom’s 3 domains The cognitive domain (intellectual skills and abilities) Evaluation judge, evaluate Synthesis summarise, argue Analysis compare and contrast Application use, select, construct Comprehension explain, describe Knowledge state, list, select

13. The 3 domains The psychomotor domain Physical skills Sense perception Hand and eye coordination 13

14. The 3 domains The affective domain:  Interests  Awareness  Aesthetic appreciation  Opinions  Feelings  Values 14

15. Don’t forget Mixing mastery and developmental tasks Supporting differentiation: – Mastery tasks can be mastered by all learners in a short period of time regardless of prior learning. Allows weaker learners to succeed – Developmental tasks stretch the more able learner – using analysis, synthesis and evaluative cognitive domains http://www.geoffpetty.com /

16. Include Extension tasks To accommodate students working at different paces and at different levels always have additional or extension task available – these should be identified in your session plan Extension tasks should be available at both mastery and developmental level. 16

17. Don’t forget learning styles 17

18. 3 important pieces of information that every student needs if they are to learn to maximum effect: 1)Students must know what they are expected to be able to do, and how it is best done (learning objectives/how to best achieve assessment criteria) 2)Medals 3)Missions We will cover these under assessment and feedback Geoff Petty, 2009, pg 482 18

19. Learning objectives 1)‘’Goals provide students with direction and purpose to engage in an activity.’’ (Pintrich and Schunck 1996) 2)Make the goals/learning objectives very clear: criteria are explained and illustrated with examples – criterion referenced assessment (Black and Wiliam) – we will cover under assessment/feedback 19

20. Aims and Objectives Aim (s) what is the general overview? what is the overall goal or destination? ( don’t need to be measurable) broad Objectives how are the learners going to get to the destination or achieve the overall goal what are the measurable outcomes of that journey? specific Shirley Minton 20

21. Writing measurable objectives Examples of behavioural verbs: A ssess Clarify Compose Construct Define Demonstrate Describe Distinguish Estimate Identify Label Locate Measure Name Order Reproduce Predict Solve State Translate Produce Give Shirley Minton 21

22. Measurable Criteria measures at least within List 5… conditions by the end of the session you will be able to Shirley Minton 22

23. Objectives which are not measurable, so avoid: Understand X Know about X Instead consider – What is the outcome /end product of the student’s learning? How can the understanding or the knowing be assessed? What can the learner do? Behavioural verbs : List, describe, explain, make, measure, assemble 23

24. Thinking about your session plan An effective session will: 1)Have clear and explicit learning objectives for skills and knowledge development 2)Be relevant to individuals and the group 3)Address the learning needs of individuals and the group 4)Have pace, variety and interaction 5)Demonstrate effective use of appropriate resources and materials 6)Have suitable strategies for checking that effective learning is taking place 24

25. differentiation pace clear overall aims measurable objectives recap – start and finish check learning feedback to learners student activity Specification requirements KEY ELEMENTS OF A GOOD LESSON 25

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27. Individual or pair activity Using the session plan pro-formas and hand-outs on writing learning objectives: produce a first draft set of aims/aim and learning objectives for your micro teaching session plan you sequence of activities, assessment opportunities and resources 20 minutes 27

28. Planning tips 1)Focus less on yourself/being a perfectionist and consider the student’s individual and group needs. 2) Adapt your teaching style/strategy to the students. 3)‘Practise. Appear- and be- organised. Leave nothing to chance. Prepare properly.’ ( Minton, 2005 pg 157) 4)Short goal tasks with interactive learning and regular teacher feedback keeps learners motivated 5)Don’t let the planned time sequences of your session plan dictate so that effective learning is hindered – it’s OK to be flexible 28

29. During your micro teaching session I want to observe that you: State/clarify/display your Aims/Learning Objectives – PowerPoint/flip chart/hand-out Check/assess prior leaning/knowledge/experience – questioning – use those with prior knowledge as More Knowledgeable Others (MKOs) to share experiences/knowledge Check throughout the session that effective learning is taking place (questions/tasks) Recap at the end of the session, revisit Learning Objectives 29

30. A few pearls of wisdom 1)Accommodate different learning styles – some students prefer demonstration followed by practical – others will prefer to follow instructions in a workbook. Varied and engaging learning experiences. 2)‘We learn by doing. Research shows that active learning is much better recalled, enjoyed and understood. Active methods require us to 'make our own meaning', that is, develop our own conceptualisations of what we are learning. Petty 30

31. A few pearls of wisdom 3)Tutor led demonstration: - ‘’Teaching by example is a most effective and inspiring way of ‘doing detail’: what students should be able to do, and how they should best do it.’’ Petty 4)Objects have far more impact than words or pictures especially if they can be handled – texture, shape, colour and smell can aid memory – Petty 31

32. A few pearls of wisdom 5)We learn 70% by using sight, so visual images and presentation are very powerful aids to learning. ( Minton,2005. pg104) 6)‘Most teaching should involve a mixture of developmental and mastery objectives; for differentiation or mixed ability teaching, this is especially vital.’ Petty 32

33. Planning Learning Learning Objectives: At the end of the session, the learner will be able to: 1)write at least 2 measurable and/or observable behavioural objectives to be used in their session plan 2)identify 5 teaching/learning/assessment techniques that they will utilise to engage and motivate students during the micro-teach session 3)explain and justify the key components and sequence of activities that will be included in their session plan 33

34. Resources Gravells 5 th Edition pgs. 143 to 147 Gravells 4 th Edition pgs. 117 to 121 Moodle 34