| Assignment 2 PTTLS | Teaching & Learning Approaches | | Iqbal Vohra | 6/6/2011 |
Contents 1. Introduction 2 2. Learning styles 3 2.1. Visual learners 3 2.2. Auditory learners 4 2.3. Kinaesthetic learners 4 3. Functional skills 5 4. Differentiation 6 5. Conclusion 7 6. References 8 7. Appendix 1: Learning styles self-assessment 9 8. Appendix 2: Embedding functional skills in a PTTLS session 13
Introduction
This assignment is about different teaching and learning approaches. It describes the 3 main learning styles as identified in the Visual, Auditory and Kinaesthetic (VAK) model. It then goes on to describe how each of these learning styles could be accommodated by different teaching
…show more content…
These skills are valued by employers and further education and are a platform on which to build other employable skills. Better functional skills can mean a better future - as learners or as employees.
For these reasons, it is important for every teacher to teach functional skills as part of their course and lesson. This method of teaching functional skills is called embedding.
Ways of embedding functional skills in IT Training
Some examples of the ways of embedding functional skills into an IT training session:
For literacy, the students could be asked to write an essay or a summary on their understanding of a particular point. Students could be given turns to say out aloud what they had learnt in the particular lesson.
For numeracy, students could be asked to make estimates on the amount of traffic the internet would be expected to handle, at their workplace, on a typical day. This could then be extrapolated to cover a week or a year. This would test their ability to do mental arithmetic.
For ICT, as the training course is based on IT, it would be relatively easy to embed these skills. This could be done by asking the students to research a topic using the internet, using a smart board or by controlling a presentation using a mouse and keyboard.
Differentiation
Differentiation is the process by which learners’ individual differences are accommodated so that all students in a class have the best possible chance of learning. Teachers should spend time
In response to the varied student learning needs, differentiation will be a key component of this classroom. It is “designed to improve access to the general education curriculum by adapting instruction to each student’s diverse learning needs” (Smith, 2007). “Differentiation instruction means changing the pace, level, or kind of instruction you provide in response to individual learners’ needs, styles, or interest” (Heacox, 2012). Because each student comes to this 6th grade classroom with unique needs, differentiation will implemented frequently to ensure that each student receives the rigor needed to master the 6th grade curriculum. It will be relevant to your student and his/her needs. It will provide an appropriate level of challenge. It will be engaging and at times, it will offer choices. Delivery of differentiated instruction will frequently involve centered based learning activities and small group instruction. A list and description of some of the centers will be distributed to parents and is attached as Appendix
There are many benefits of teaching and achieving functional skills qualifications. By embedding functional skills, students are not daunted by the idea of a standalone Maths, English or ICT session. Students become unaware that functional skills are even being
Differentiation of instruction is the process of teaching in a way to meet the needs of students with differing abilities in the same class, including those with special learning needs. One way to do this is by providing several different avenues by which all students can learn the same material. In differentiating instruction, teachers plan out and implement a variety of approaches to content, process, product, and environment. Differentiated instruction is used to meet the needs of student differences in readiness, interests, and learning needs. Many people in the education field believe differentiation has the potential to transform teaching and learning in a way that raises expectations for all students.
The main objective of differentiation is to promote inclusive learning environment, by identifying and addressing the individual needs of all learners and working towards removing any barriers they may have.
The learning styles include visual learners, audio learners, and kinesthetic learners. There will be hands on learning, as well as free learning. In this age group there are visual and audio learners.
Functional skills are seen as crucial to alleviate employers’ worries that future employees are not gaining an understanding of the basics. “Functional skills are practical skills in English, Maths and Information Communication Technology (ICT)” (DirectGov); functional skills are available in a large number of educational and training establishments and in the work place.
“Vocational teachers do not ‘teach’ core skills. In advance of teaching any course or programme, the teaching team look at the curriculum and decide which elements provide opportunities for students to develop key/core skills”
In ICT I have used activities to try to identify learning styles and the results have often been similar in that students studying ICT tend to have Kinaesthetic and Visual learning styles, I have also noticed that if a learner does not have this mix they can sometimes have problems understanding elements of ICT. In understanding the learning styles of my students I can prepare my teaching effectively.
The acronym VARK stands for visual, aural, read and kinesthetic comprised if 16 question to analysis and gain a better understanding of personal learning styles (VARK a guide to learning styles, 2016). Understanding of personal learning style aids in the ability to teach others in a variety of styles to ensure that the learner has an understanding on new information. An analysis of an individual study will aid in the understanding of how the VARK learning styles can be applied.
Readingrockets.org defines differentiation as tailoring instruction to meet individual needs. Differentiated instruction is a broad framework for supporting student differences by varying content, process, products, and learning environments based upon students strengths and weaknesses (Tomlinson, 2000).
This means that they need to have to know effective ways to teach it and how to use the various types, which will be talked about in this paper.
Foundational work skills are fundamental to creating a competitive ITES labor force as these are necessary for virtually all its sub-segments, including BPO and micro-work. These skills address areas such as cultural sensitization, basic PC and data skills, interpersonal communication, and a good professional attitude in general. For all the benefits of hard, technical skills in the workplace, without personal interaction, business progress will always be limited. The most important element about soft skills is that they can't be taught; only supported. While employees can perfect their technical skills or undertake university degrees to expand their knowledge, if they don't have the communication tools or techniques to showcase them, technical
The skills they train should develop their ability to work on the particular role, but the management should also provide training that enhances the overall abilities required in the team. These can be either technical or social skills, as long as they improve the member’s ability to flexible in the workplace.
In some cases employees should decide on what they need study to improve the skills but their studies must be in line with the organisation’s objectives.
These skills are require to become successful adults. For example, with hands-on learning as Frobose states, children learn skills such as improved creativity and leadership. In addition, children can learn about problem solving as well social development (Frobose).