Teaching and Learning approaches (Ass. Crit. 2. 1) Education is an ever-changing part of society. A teacher is faced with new challenges and difficulty that have never been dealt with before. Learners come with different life stories. Every student has strengths and weaknesses that reflect in the group. As a Teacher I must understand and focus on utilizing each student’s strengths and work to improve weaknesses. Learners learn in a variety of ways and from one another. The ideas and view each learner brings to the classroom can bring insight into what is being learned.
The classroom must be a safe zone that appreciates individuals’ views and allows room for mistakes Learners have to be allowed to explore new ideas, try them to see if they work, and sometimes fail. When learners are encouraged to explore, they begin to learn. Being a teacher means teaching students new information and about being successful in life. Sounds very difficult! “The subject you are teaching will determine whether your style of delivery could be formal, informal or a mixture of both” ((Gravells, 2006, p. 61)
A learner can have several different ways of learning style depending on the situation and task, a students learning style for on task may not be the same for a topic, subject or task. If a difference between the students learning style and a teachers teaching style occurs, this could lead to boredom, frustration at not understanding, low self esteem (both learners and teachers), poor grades and dropouts. It is important to include a range of different teaching styles into the lessons, to help all students learn more successfully. To meet learners’ different needs a variety of interactive teaching and learning approaches need to be employed.
Active learning engages and motivates learners to learn and achieve Good statement. “There are literally hundreds of teaching and learning methods from which to choose when deciding on the method to use for a particular class. Skills is needed in identifying and classifying those methods that could be of use t the individual teacher and students and in a evaluating the outcome achieved” (L. Walkman P 52) There are 3 main learning styles, Cognitive, Affective, and Psychomotor. In ICT these three areas have to be facilitated with learning.
Cognitive Learning is concerned with developing and increasing the individual’s knowledge, improving problem-solving abilities and developing. This is very important because it helps the student to develop knowledge about the basic use of IT and follow step by step With cognitive learning the time-spent teaching for development depends on factors such as the information, and the abilities of the individuals to understand the material. I would give out handouts and joggers to my learner to help them remember the main points and functions of IT. In teaching Affective Learning the teacher is concerned with attitudes, appreciations, and values.
The goal of teaching is to develop proper and positive attitudes towards basic computer needs and to prompt life long skill. I would teach/highlight to learners the importance of ICT in the technology world and the benefit for having basic skills. Learners who are ‘functionally skilled’ are able to use and apply the English/mathematics/ICT they know to tackle problems that arise in Their life and work. Psychomotor learning the primary focus is on the achievement of motor skills. This includes both fundamental motor skill as well as selective skills in areas, geared to the age, ethnicity, and level of each individual.
In ICT, the use of keyboard and practical lessons can be reinforced by allowing time for individual practice. “Functional ICT will contribute to tackling the national skills gap and improving productivity, enterprise and competitiveness; learners who are functional in their uses of ICT are able to apply technology to a wide range of practical tasks – in Life, work, education and in their communities” (www. excellencegateway. org. uk) “A person’s preferred method of learning depending on the task and situation. A person’s learning style is varied, it’s not fixed.
A person can have several different ways of learning depending on what is being learnt. Learning styles changes tasks. A students learning style for one task may not be the same for a different task, subject or topic” (http://edorigami. wikispaces. com/) The requirement to teach functional skills has been recently introduced by the government to promote and improve the core subjects of Numeracy, Literacy and ICT. Embedding these skills into all my lessons, helps to ensure that students are using the skills more often and they therefore gain more confidence to be able to utilise them in the real world.
These skills are able to progress in education, training and employment and make a positive contribution to the communities in which they live and work. Good observation. “We all need a range of skills to succeed in our jobs and in our lives. That’s why the government is committed to ensuring all learners acquire functional skills. Functional skills are the practical skills in English, information and communication technology (ICT) and mathematics that allow people to work confidently, effectively and independently in life. ” (www. qcda. gov. uk)
I would plan my lessons, embedding the Functional skills outcomes: (embedding within the learning. ) There are various factors that will limit the way people use ICT in a functional way. egg, people’s ability in English and mathematics may limit how they can use ICT effectively. Being able to change the format of text, e. g. make it bold, does not mean that the text should be there or that it is accurate. Being able to set up a spreadsheet, and enter a formula when instructed to do so, does not mean that the learner has understood the many ways a spreadsheet application could be used.
On the other hand ICT can be used to improve people skills and understanding in English and mathematics English, speaking and listening – make a range of contributions to discussions and make effective presentations (group discussions on issues). encouraging the use of ICT to produce assignments, using ICT purposefully, for example, to complete an assignment, to research information, to present a CV Reading – compare, select, read and understand texts and use them to identify information, ideas, and step to step instructions. Maths, using aids such as calculators, solid shapes, number squares and ICT as ppropriate, but ensuring learners understand the limitations and functions of a calculator identify calculations to be carried out, apply mathematical techniques as appropriate and use effective checking procedures, calculating when using word excel. Excel, spreadsheets to present the results using tables along with bar and pie charts. ICT, use ICT systems (throughout, learning to use basic ICT skills as the learning outcome of the course) I would give out handouts, worksheets, have lots of practical demonstrations, ask my learner to record learning points.
Group discussions, paired discussions, multiple questions, portfolio building and completing by end of course and feedback from journals and reflection logs as well as evaluation form. “Part of the push towards relevance and motivation depends on making the use of ICT integral to other areas of teaching and learning. Functional ICT is clearly relevant to both functional English and functional mathematics. Technology can Be used to make sure that communication is clear and ‘fit for purpose’ – the key to functional English.
ICT can be an invaluable tool in using mathematics to Solve real world problems – the key to functional mathematics. ” (www. excellencegateway. org. uk) Bibliography Preparing to Teach in the Lifelong Learning Sector, Ann Gravells, Learning Matters Ltd, 2006 Teaching and Learning in Further and Adult Education, author? , publisher? 2000. http://www. qcda. gov. uk/qualifications/functional-skills/32. aspx http://edorigami. wikispaces. com/ICT+and+LEARNING+STYLES http://www. excellencegateway. org. uk/pdf/TandLICTHT281107. pdf