1. Identify and analyse common characteristics of stereotyping to develop learners’ behaviour and welfare.
2. Recommend appropriate Assessment and Quality Assurance practice. (Assessment Guide)
3. Recommend 2 possible intervention strategies for challenging learner behaviour.
Challenge Target: Recommend strategies to challenge discrimination in your own area to promote learner well being and development.
Tonight’s session continued from our investigation into the principles and practices of assessment strategies; we begun by recapping the 6 principles of assessment and providing examples of each. Some key points were reiterated again, which enforced their importance within assessment strategies; one in particular stood out and that was about record keeping and the need to keep documents for three years.
The session progressed to examine and discuss ‘Challenging Stereotypes’; I found this engaging and current, as the project I have set my learners is investigating the 9 protected characteristics of the 2010 Equality Act and forming a magazine article based upon their chosen characteristic. As a group, we discussed about raising awareness and to develop our skills with inclusivity. I have recently, indirectly excluded a learner, based upon their introverted nature; although I have spoken to them, where they have stated they are not comfortable in speaking to the group, during a session I still should have attempted to involved them.
As part of our mentoring development we took part in a role playing scenario, where we were either a Mentor or a New Assessor; the objective of this exercise was to challenge each other in developing and suggesting alternative tools and techniques as part of the mentoring process. Points that arose from the group were:
1. The use of an Assessment Pro-forma form to enable a check list self-reflection.
2. Referencing the criteria and how often to meet with a mentor, which would be based upon prior experience.
3. Target setting and creating both constructive Feedback and Feedforward.
4. Knowing the timeframe of the Assessment procedures, working to key dates and ‘How Much’ to actually assess.
5. Working to the grade boundaries in the criteria and using exemplars if provided. I suggested to a colleague to start creating their own.
6. Knowing the awarding body and making contact with them for further guidance and advice.
7. Record keeping to ensure returning learners can continue and to support any Appeals Procedures.
A good phrase was used, “If it is not written down, it did not happen”
The latter part of the session examined ‘Behavioural Management’, this is a topic that I am very keen to investigate for my ‘Action Research’ unit.
1. Ready – Tell – Don’t Ask: Be firm and assertive
2. Steady – Consistent – Running Commentary: Structure
3. Go – Clean Start
1. Easy Peasy – Not Challenged – Bored – Extension Target
2. Expertise – Too Hard – Don’t Understand – Too Big: Growth Mindset
3. Diverse – Differentiation – Individual SMART Targets
Overall, this session has given me some food for thought in developing my behavioural management; I will aim to be more aware of my learners external issues and needs; whilst also developing their awareness towards their peers.
1. Research the term ‘Philosophy’ in relation to teaching and learning in your area. Bring a definition and description in to discuss.