SOW – Reflect & Revise
In my reflective journal for Task 01, I recognised the importance of creating a detailed SOW for planning and developing curricular; I have come to rely on its presence as part of my everyday toolkit, where I feel confident about the direction of the learning and I can start to map ahead and formulate future sessions. An element to consider when structuring a SOW, is how real-time events and situations may/will cause a deviation from the schedule. Recently, this has happened on a few occasions, where internal conflicts and events have disrupted various sessions. However, when I wrote this document, I loosely based its structure on a Spiral Curriculum; I took into account such variables and allocated certain ‘open sessions’, where missed topics could be revisited and strengthened. Please see the sample page below for an idea of my revised SOW; on the Wednesday in this particular week, I was able to utilise the third and fourth period to conduct one-to-one tutorials, where the completion of the ‘Learner Progress Reviews’ (LPR’s) took place.
Lesson Plans (Journey)
My current learners are engaged in an assignment that requires them to produce magazine layouts; aside from the composition and style of the spreads, the learners also have to produce all content, so either photographs and/or graphics, but most importantly, the text. To evidence the progression and developmental journey of this unit; key workshops were delivered to guide the learners on specific elements in the construction of a magazine spread/article. The first lecture and research workshop was to examine a broad range of magazines and analyse their effectiveness in communicating their overall article. To follow on from this, a workshop on ‘Gobbledygook’ and how to measure it via SMOG was conducted, this then highlighted the importance of language and how to form and measure clear copy that is targeted at the age range of the magazines readers.
Aside from creating a developmental journey within curricular planning, I have also been developing my resources and teaching documents; in particular, I have refined my lesson plans. The two PDF’s below evidence this development and refinement.
After creating a fictitious Group Profile to demonstrate how to effectively plan, deliver and assess learners, I took a step back to assess my approach and reflect upon its effectiveness. An element of a group profile, which I have only recently given thought, is the time aspect; some of the initial comments and observations made of the learners teaching and assessment styles, were made during the first few weeks of term. If the learners are undertaking a two-year, full time course, then at certain stages a reevaluation may need to take place. This is due to their rapid cognitive, emotional and overall personal growth; in line with my approach to conducting ‘Learner Progress Reviews’, I may start to investigate the effectiveness of creating individual profiles in partnership with the learners.
Continuing with my reflective journal, as part of my evidence for Task 01, I wanted to recap on my recent observed lesson, in which the topic was the measurement of ‘Gobbledygook’ (SMOG). I had specifically written this workshop to strengthen the learners’ investigation into effective communication, as part of their Unit 12 brief, which is the formation of a magazine layout with accompanying images and text. The core of the workshop, was for the learners to manually calculate the readability index of some target text. To achieve this, a tweaked and improved version, of the SMOG formula was provided, along with a website address to an online readability calculator. Using the online calculator as a resource, took into account the learners who find maths a challenge. Although this tactic covered differentiation, upon reflection, I did not adequately demonstrate nor guide the learners visually through the various processes; this resulted in a few learners requiring a one-to-one guidance.
However, the primary objective of this lesson, was to introduce and make the learners aware of the different levels of readability found in various texts. A discussion took place after the plenary; where the majority of the learners evidenced an understanding of its application and acknowledged that they would use it for their article.
Moving forward, I need to develop my delivery and assessment of learning strategies to encompass a wider range of learners needs and requirements. Another component of my teaching that necessitates improvement, is my approach and application of classroom behaviour and management strategies.
Bibliography Of Research
Personal Goal Setting: Planning to Live Your Life Your Way
Available at: https://www.mindtools.com/page6.html/ [Accessed 21 Feb. 2018]
SMART Goal Setting With Your Students
Available at: https://www.edutopia.org/blog/smart-goal-setting-with-students-maurice-elias/ [Accessed 20 Feb. 2018]
20 psychological principles for teachers #12 Goal setting
David Didau: The Learning Spy
Available at: http://www.learningspy.co.uk/psychology/20-psychological-principles-for-teachers-12-goals/ [Accessed 20 Feb. 2018]
Tell, Show, Do, Apply: The Anatomy Of Good Instruction
Available at: https://elearningindustry.com/tell-show-do-apply-the-anatomy-of-good-instruction/ [Accessed 13 Feb. 2018]
Annex 6 – Guidance on reasonable adjustments to the assessment of disabled students
Academic Quality and Policy Office | University of Bristol.
Available at: http://www.bristol.ac.uk/academic-quality/assessment/annex/reasonable-adjustments/ [Accessed 13 Feb. 2018]
Reasonable Adjustments for Disabled Pupils
Available at: https://www.equalityhumanrights.com/sites/default/files/reasonable_adjustments_for_disabled_pupils_1.pdf/ [Accessed 12 Feb. 2018]
Guidance on making reasonable adjustments for students and staff
Available at: https://goo.gl/FNQPq4/ [Accessed 11 Feb. 2018]
Pose, Pause, Pounce, Bounce!
Available at: https://www.teachertoolkit.co.uk/2011/11/04/pose-pause-bounce-pounce/ [Accessed 11 Feb. 2018]
Available at: https://classteaching.wordpress.com/2013/07/12/deep-questioning/ [Accessed 11 Feb. 2018]
Socratic Questioning: 30 Thought-Provoking Questions to Ask Your Students
Available at: https://www.opencolleges.edu.au/informed/features/socratic-questioning/ [Accessed 11 Feb. 2018]
20 Simple Assessment Strategies You Can Use Every Day
https://www.teachthought.com/technology/20-simple-assessment-strategies-can-use-every-day/ [Accessed 09 Feb. 2018]